МІНІСТЕРСТВО ОСВІТИ І НАУКИ УКРАЇНИ

КИЇВСЬКИЙ НАЦІОНАЛЬНИЙ ЕКОНОМІЧНИЙ УНІВЕРСИТЕТ

О. Л. ШЕВЧЕНКО
Л. І. ЧЕБОТАРЬОВА
О. В. ЧУРКІНА та ін.

Рекомендовано
Міністерством освіти і науки України
ББК 81.2Анг-923
А 64
Авторський колектив:
О. Л. Шевченко канд. філол. наук, доц. (передмова, Unit 9, 10)
Л. І. Чеботарьова, канд. пед. наук (Unit 19)
О. В. Чуркіна (Unit 1,2,3,8,15,18, 20)
Л. В. Боровецька (Unit 4, 5, 7 )
Н. М. Синіцина (Unit 6, 22)
М. В. Гавриш (Unit11)
О. І. Циркун (Unit 12, 21)
О. І. Романюк (Unit 13, 14)
Л. М. Кучер (Unit 16)
С. М. Савицька (Unit 17)

Рецензенти:
І. В. Ситдикова, канд. філол. наук, доц.
(Інститут філології Національного університету ім. Тараса Шевченка)
Т. М. Гуреєва, доц.
(Київський національний університет технології та дизайну)
Рекомендовано Міністерством освіти і науки України
Лист № 14/18.2-2443 від 18.11.04 р.
Редакційна колегія факультету міжнародної економіки і менеджменту
Голова редакційної колегії Д. Г. Лук’яненко, д-р екон. наук, проф.
Відповідальний секретар Т. В. Кальченко, канд. екон. наук, доц.
Члени редакційної колегії М. М. Гавриш, канд. філол. наук, доц.;
Л. С. Козловська, канд. філол. наук, доц.;
О. М. Мозговий, канд. екон. наук, проф.;
А. М. Поручник, д-р екон. наук, проф.;
Т. М. Циганкова, канд. екон. наук, доц.;
О. Л. Шевченко, канд. філол. наук, доц.

Англійська мова для економістів: Розмовні теми: Навч. по-

А 64 сібник / О. Л. Шевченко, Л. І. Чеботарьова, О. В. Чуркіна та ін.; За ред.
канд. філол. наук, доц. О. Л. Шевченко. — К.: КНЕУ, 2005. — 565 с.
ISBN 966–574–727–4
Пропонований посібник охоплює широкий спектр тем країнознавчого, зага-
льно-політичного та загальноекономічного характеру. Він призначений для тих,
хто вже має базові знання з англійської мови в межах програми загальноосвіт-
ньої середньої школи.
Мета посібника — розвиток навичок читання, перекладу та аналізу оригінальних
текстів, уміння вести бесіду, брати участь у дискусіях англійською мовою. Перева-
гою цього видання є наявність творчих завдань – ділових ігор, кейсів, питань для
дискусійного обговорення, а також вправ для самостійної та індивідуальної роботи.
Посібник складено згідно з вимогами навчальної програми з іноземної мови за
професійним спрямуванням та розраховано на студентів І та ІІ курсів економічних
вузів і факультетів усіх форм навчання, що вивчають англійську мову поглиблено.
ББК 81.2Анг-923
Розповсюджувати та тиражувати
без офіційного дозволу КНЕУ заборонено
© О. Л. Шевченко, Л. І. Чеботарьова,
О. В. Чуркіна та ін., 2005
ІSBN 966–574–727–4 © КНЕУ, 2005
 Contents

Unit 1
Part I. Travelling. Travelling by Various Means of Transport . . . . . . 6
Part II. 1. Travelling by Train in Britain. 2. Travelling and trans-
portation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Unit 2
Part I. At the Hotel. Arriving at a Hotel . . . . . . . . . . . . . . . . . . . . . 37
Part II. Hotel Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Unit 3
Part I. Customs. Obtaining an Entry Visa . . . . . . . . . . . . . . . . . . . . 66
Part II. Immigration and customs . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Unit 4
Part I. British Food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Part II. American Food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Unit 5
Part I. British weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Part II. Weather and Mood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Unit 6
Part I. Shopping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Part II. The shopping habits of Americans . . . . . . . . . . . . . . . . . . 152
Unit 7
Part I. The Arts. The Arts in Society. . . . . . . . . . . . . . . . . . . . . . . 166
Part II. The Visual Arts in the USA . . . . . . . . . . . . . . . . . . . . . . . 178
Unit 8
Part I. Economic Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Part II. Command Economies . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Unit 9
Part I. Free-Market Economies. . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Part II. Mixed Economies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
Unit 10
Part I. The United Kingdom of Great Britain and Northern Ire-
land. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
Part II. History and the Economy . . . . . . . . . . . . . . . . . . . . . . . . . 260

3
Unit 11
Part I. The Political System of the Great Britain. The UK Consti-
tution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272
Part II. Government. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287
Unit 12
Part I. Education in Great Britain: Schools in Great Britain. . . . . . 298
Part II. Patty Speaks about her University. . . . . . . . . . . . . . . . . . . 309
Unit 13
Part I. Education in the USA . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316
Part II. Higher Education in the USA . . . . . . . . . . . . . . . . . . . . . . 326
Unit 14
Part I. British Economy Evolution . . . . . . . . . . . . . . . . . . . . . . . . 335
Part II. The Centre of the Financial World . . . . . . . . . . . . . . . . . . 350
Unit 15
Part I. Chief Industries of the United Kingdom . . . . . . . . . . . . . . . 366
Part II. Agriculture in Britain. . . . . . . . . . . . . . . . . . . . . . . . . . . . 383
Unit 16
Part I. The Political System of the U.S.A.. . . . . . . . . . . . . . . . . . . 395
Part II. Some More Facts about the U.S.A. . . . . . . . . . . . . . . . . . . 406
Unit 17
Part I. US Economy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418
Part II. The Economic system of the U.S. . . . . . . . . . . . . . . . . . . . 434
Unit 18
Part I. US Industry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 449
Part II. Us Agriculture. General Outline . . . . . . . . . . . . . . . . . . . . 465
Unit 19
Part I. Ukrainian Economy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 478
Part II. Economic Goals and Reforms for the Future . . . . . . . . . . . 491
Unit 20
Part I. The Legal Forms of Business. . . . . . . . . . . . . . . . . . . . . . . 507
Part II. Joint-Stock Company. . . . . . . . . . . . . . . . . . . . . . . . . . . . 519
Unit 21
Part I. The European Union. Historic Steps . . . . . . . . . . . . . . . . . 532
Part II. How does the Union Work? . . . . . . . . . . . . . . . . . . . . . . . 547

4
 ПЕРЕДМОВА

Навчальний посібник з англійської мови призначений для студентів

1—2 курсів економічних вузів та спеціальностей, які вивчають англій-
ську мову поглиблено.
Посібник складено згідно з вимогами навчальної програми дисцип-
ліни «Іноземна мова за професійним спрямуванням» для підготовки ба-
калаврів з економіки та менеджменту, та охоплює необхідний базовий
лексичний мінімум.
Мета посібника — розширення та засвоєння лексики з побутової,
загальнокультурної, країнознавчої та загальноекономічної тематики,
формування уміння працювати з оригінальними текстами, удоскона-
лення навичок активного використання навчального матеріалу в мовній
діяльності з урахуванням комунікативних потреб майбутніх економіс-
тів та менеджерів.
Посібник складається з 21 тематично-спрямованих розділів, в яких
розглядаються такі теми: «Подорожі», «На митниці», «Погода», «Їжа»,
«Мистецтво», «Географічне положення Великобританії та США», «По-
літична система Великобританії та США», «Система освіти у Велико-
британії», «Економіка Великобританії та США», «Промисловість і
сільське господарство Великобританії та США», «Європейське співто-
вариство», «Типи економічних систем», «Форми організації бізнесу».
Кожен з розділів містить два уроки; лексичний мінімум; систему вправ,
які вводять і закріплюють нову лексику та пояснюють термінологічні
труднощі; вправи на розвиток усного і письмового мовлення та форму-
вання навичок перекладу. Крім того, студентам пропонуються творчі
завдання: рольові ігри, кейси, тощо.
Особлива увага приділяється у посібнику завданням для самостій-
ної та індивідуальної роботи, оскільки у сучасній вищій школі навча-
льний процес набуває характеру самостійної роботи студентів під ке-
рівництвом викладача на основі сучасних методик викладання
іноземної мови.
Текстовий матеріал посібника складено на базі оригінальних текс-
тів, а система вправ забезпечує ефективне засвоєння студентами необ-
хідних знань і вироблення навичок професійної, усної та письмової ко-
мунікації.

5
 Unit

PART І
TRAVELLING.
TRAVELLING BY VARIOUS MEANS
OF TRANSPORT

Life is impossible without travelling. People have travelled since

the earliest days of the human history. In primitive times they did not
travel for pleasure. They travelled on foot and their journeys were
long, tiring and often dangerous. Nowadays travelling became a
highly organised business, and every year millions of people travel
long distances abroad on business trips or for holidays.
People travel by train, by plane, by boat, by coach, by motorcycle
and by car. All ways of travelling have their advantages and
disadvantages. The choice of the means of travelling depends on its
purpose and people choose one according to their plans and
destinations. If people want to reach their destination as quickly as
possible speed is a very important factor for them. When you reach
your place of destination in a few hours you realize all the advantages
of travelling by air though it is the most expensive means of travel-
ling. Air travel does save time. But sometimes it happens so that it
takes longer to get from town to the airport than it does to fly from
one city to another. For many people the only unpleasant thing about
that kind of travelling is that during take off and landing their ears
hurt a little. In such cases it is advisable that one should chew a gum
to relieve this little discomfort. Yawning and swallowing sometimes
help.
It is necessary to mention that nowadays the network of airlines
has reached a new capacity. It operates throughout the year reaching
out to all the important centres of the world. Conceptions of speed
have changed. Modern jet liners fly at a speed of over 800 km. per
hour and are equipped for flying at all altitudes. Distances under 2.000

6
km can be covered by modern passenger aircrafts without landing to
refuel.
For almost everyone, safety is the most important factor. Many
people are scared of flying. Planes make them nervous. They never fly
because they believe it is dangerous. In fact, it is probably much more
dangerous to travel by car or to walk across a street. Air transport is
really safer compared to road transport. Statistics show that air travel
is as safe as travelling by rail. Besides the progress that has been made
toward safe all weather flying is really astounding. Before the plane
takes off the weatherman briefs the pilot on the weather. Modern radio
compasses, radio beacons, automatic pilots and radar equipment have
taken all the danger out of blind flying.
At the airport of today nothing is left to chance. With so many
people travelling by-air making sure that the right people board the
right plane has become a problem. To avoid confusion boarding
passes are issued to passengers. They indicate the flight number and
destination. Before boarding the plane the passengers must register at
the airport. They are not allowed to take bulky luggage with them and
can take only a small bag. When registering, the passengers are
required to have their luggage weighed and registered. After that the
attendant attaches a special tag to it to prevent it from getting lost.
There is no need for passengers to worry about their suitcases any
longer. They will be taken care of by one of the many porters at the
aerodrome who will put them into the luggage compartment of the
plane in due time.
As soon as the mail is loaded the voice of the announcer calls the
plane going and the passengers are invited to board the plane and take
their places. In less time than it takes to tell the plane taxies down the
field to face the wind. Then it begins to pick up speed and tears down
the runway. In a moment it is off the ground and out of sight.
The advantage of travelling by air is that it is the fastest way of
travelling and the most convenient one. The airplane armchairs are
very cosy, and they are equipped with safety belts, which must be
fastened during both take off and landing. Sometimes the order to
fasten the belts may be given during the flight. The stewardess helps
everyone get comfortable in the reclining seats and adjust the safety
belts. When the plane takes off, the stewardess gives the passengers
all the information about the flight, the speed and the altitude at
which the plane will be flying. She asks the passengers to fasten seat
belts and not to smoke during the flight. Then she offers them some
mineral water, lemonade and sweets. The stewardesses are usually
very amiable and cater for the passengers’ wants and needs. If

7
passengers want something during the flight, they are to press a
button with a pictogram of a stewardess, and she will immediately
come to their help.
Although we all seem to agree that the future belongs to travel-
ling by air, railway transport is still one of the cheapest ways of
transporting freight over long distances and the railways today carry
the bulk of passenger and goods traffic. Though travelling by train is
slower than by plane, but its advantage is that you can see interesting
places of the country you are travelling through. But some journeys
are long and tiresome. Trains stop at many stations and are often
delayed. It is usually stuffy in the cars. But there are overnight and
long distance trains in which sleeping cars and dining cars make
even the longest journey enjoyable. People who prefer comfort to
speed travel in a compartment car where they can relax during the
journey and enjoy themselves as much as possible. There are two or
four berths in a compartment. Some people prefer to travel on a
lower berth with their faces to the engine. While en route from one
place to another the passenger may enjoy his three hot meals a day.
The dining car will cater for all tastes. The luggage van relieves one
of the bother of taking care of trunks and suitcases. Luggage can be
registered through to one’s destination. Then the only thing you have
to carry about is the luggage receipt and that isn’t much bother. So
speed, comfort and safety are the main advantages of trains and
planes. That is why many people prefer them to all other means of
travelling.
Travelling by sea is popular mostly for pleasure trips. Besides,
ships usually reach the port of destination on time according to their
schedule. A sea-voyage is very pleasant. From May to November the
season is at its height and the passenger traffic is very heavy. Ac-
commodation is hard to get, but you can make things easier by re-
serving a cabin or a berth at the shipping agencies.
All the sea-going liners combine passengers’ comfort with speed.
They are real floating cities with all modern conveniences and a
wide choice of sport and entertainment facilities. They also have a
number of decks, which go under all sorts of names, such as
«promenade deck,» «sun deck,» etc. There are passenger cabins
above and below deck. A cabin looks very much like a compartment
of a railway sleeping car, but the windows are altogether different.
In a cabin they are known as portholes, round windows in the ship’s
side made of very thick glass. They can be kept open to let the fresh
air in or hermetically closed to keep the water and the wind out in
stormy weather. Regular hotel suites on board a ship are known as

8
staterooms. They are quite spacious, beautifully furnished with pri-
vate baths attached. On board the ships staterooms are air-
conditioned.
When boarding a ship the passenger is given a number of labels
and tags for his luggage. He pastes the labels on his trunks and other
pieces of luggage that he does not need during the voyage. The words
NOT WANTED BAGGAGE are printed in heavy type. This means
that this particular piece of luggage is not wanted in the cabin but is to
be stored for safe keeping in the hold or special luggage-room. Tags
are tied to suitcases that the passenger wants with him. The tags have
the following written on them: name, cabin, deck.
The radio keeps the passengers in touch with the latest events on
shore. A team of stewards and stewardesses keep the cabins clean and
tidy, and cater for the passengers’ wants and needs and restaurants and
bars take care of their appetites.
The sea around might be absolutely calm or a storm might be rag-
ing, sending up foaming breakers. Of course ships having a lesser dis-
placement are less comfortable. In a rough sea many passengers will
look most unhappy when the stern dips down and no happier when the
bow goes up. However, if you are not a poor sailor you won’t be
afraid of the rough sea, you can walk up and down the deck in any
weather but storm.
Travelling by sea is about as safe as walking the streets because
you can always count on the many lifeboats in case of emergency.
Life preservers, lifebelts, lifebuoys and other safety devices are al-
ways handy on board a ship.
Many people prefer travelling by car. It is very convenient. The
advantages of this way of travelling are that you can plan your trip.
You needn’t reserve your tickets. You are not afraid of missing your
train or plane. You needn’t carry heavy suitcases. You can stop
wherever you wish and spend at any place as long as you like. But at
the same time you are to think about many other things. For example,
you should know what to do if your car breaks down.
At present, taking into account travelling expenditures, which
are inevitable, no matter what means of travelling you choose,
many our compatriots think, that the best way of travelling is hik-
ing. It is becoming very popular nowadays. Many people usually
spend their days off and holidays in the country. There are
picturesque places with forests, lakes and rivers everywhere. The
aim of their travelling isn’t only to admire the beauty of these
places but also to see ancient monuments and other places of
cultural and historical interest.

9
 Vocabulary notes
advantage перевага
disadvantage недолік
port of destination порт призначення
place of destination місце призначення
luggage багаж
convenient зручний
expensive дорогий
network of air-lines мережа авіаліній
reach a new capacity досягти нових рекордних показ-
ників
altitude висота над рівнем моря;
dangerous небезпечний
compared to у порівнянні з
radio beacon радіомаяк
have one’s luggage registered зареєструвати багаж
the voice of the announcer по радіо оголошується посадка
calling the plane going на літак
be equipped with бути обладнаним
fasten seat belts пристебнутися
cater for all tastes задовольняти всі потреби
in less time than it takes to tell як оком змигнути
take off вилітати, відриватися від землі
speed швидкість
the bulk of passenger and більша частина пасажирських і
goods traffic вантажних перевезень
tiresome утомливий
delayed відстрочений
stuffy задушливий
luggage receipt багажна квитанція
relax розслабитися
according to/on/behind the за розкладом/з запізненням
schedule
promenade deck палуба для прогулянок
sun deck (upper deck) палуба для сонячних ванн
hotel suite номер «люкс» в готелі
state-room каюта «люкс»
foaming breakers шумливі хвилі
be a poor sailor страждати морською хворобою
in a rough sea в бурхливім морі

10
expenditures видатки
inevitable неминучий
compatriot співвітчизник
picturesque мальовничий
I. Underline all international words in the text. Give their
Ukrainian equivalents.
II. Read, translate and learn the meaning of the following words
and use them in sentences of your own.
travel the act of travelling, esp. a long one in distant or foreign
places, either for the purpose of discovering something
new or in search of pleasure and adventure.
journey the act of going from one place to another, especially to a
place that is far away and usually taking a rather long time.
voyage a rather long journey, especially by water or air.
trip the act of travelling to a place and coming back, espe-
cially when you only stay in the place for a short time,
made by land or water.
tour a planned journey during which a politician, entertainer,
or sports team visits several different places, usually
within a fixed period of time.
cruise a sea voyage from port to port, esp. a pleasure trip.
hitch-hiking travelling by getting free rides in passing automobiles
and walking between rides.
flight a journey in a plane.
crossing a short journey in a boat or ship, which goes from one side
of a sea, lake, or other area of water to the other side.
drive a journey in a car.
ride a short journey in a vehicle such as a car, or on a bicy-
cle or a horse.
expedition a long journey, especially one made by a group of peo-
ple, to visit a dangerous place or a place that has never
been visited before.
trek a long and difficult journey, for example over mountains
or through forests, especially when you are walking.
outing a short journey on which a group of people go to visit a
local place of interest, the theatre etc.
day trip a journey lasting a whole day, on which you visit a big
city, a place of interest, the sea etc.
excursion a short journey arranged so that a group of people can
visit a place of interest, especially while they are al-
ready on holiday.
11
 III. Find in the text the following words and word combinations
and translate the sentences in which they are used.

according to/on/behind the schedule; advantage; altitude; be a poor

sailor; be equipped with; cater for all tastes; compared to; compatriot;
convenient; dangerous; delayed; disadvantage; expenditures;
expensive; fasten seat belts; foaming breakers; have one’s luggage
registered; hotel suites; in a rough sea; in less time than it takes to tell;
inevitable; luggage; luggage receipt; network of airlines; picturesque;
port of destination; promenade deck; radio beacon; relax; speed; state-
room; stuffy; the voice of the announcer calling the plane going;
tiresome; reach a new capacity; to take off; to tear down the runway;
weatherman.

IV. Find English equivalents of the words and word

combinations given below and make up sentences with them.

багажна квитанція; більша частина пасажирських і вантажних

перевезень; бути обладнаним; в бурхливім морі; висота над
рівнем моря; відстрочений; вилітати, відриватися від землі; дося-
гти нових рекордних показників; задовольняти всі потреби; за-
душливий; зареєструвати багаж; каюта «люкс»; мальовничий;
мережа авіаліній; місце призначення; палуба для сонячних ванн;
палуба для прогулянок; по радіо оголошується посадка на літак;
порт призначення; пристебнутися; радіомаяк; розслабитися; спів-
вітчизник; страждати морською хворобою; у порівнянні з; утом-
ливий; швидкість; шумливі хвилі; як оком змигнути.

V. Complete the following sentences filling in appropriate words

from the box.

advantage; advantages and disadvantages; altitude; cater for;

compared to; dangerous; delayed; equipped for; equipped with;
expensive; luggage; luggage receipt; picturesque; plans and des-
tinations; relax; the voice of the announcer; tiresome; to reach
their destination.

1. Air transport is really safer … road transport.

2. All ways of travelling have their … .
3. As soon as the mail is loaded … calls the plane going and the
passengers are invited to board the plane and take their places.
12
 4. If people want … as quickly as possible speed is a very
important factor for them.
5. It is probably much more … to travel by car or to walk across a
street.
6. Modern jet liners fly at a speed of over 800 km. per hour and are
… flying at all altitudes.
7. People who prefer comfort to speed travel in a compartment car
where they can … during the journey and enjoy themselves as much
as possible.
8. Some journeys are long and … .
9. The … of travelling by air is that it is the fastest way of
travelling and the most … one.
10. The airplane armchairs are very cosy, and they are … safety
belts, which must be fastened during both take off and landing.
11. The choice of the means of travelling depends on its purpose
and people choose one according to their … .
12. The dining car will … all tastes.
13. Then the only thing you have to carry about is the … and that
isn’t much bother.
14. There are … places with forests, lakes and rivers everywhere.
15. Trains stop at many stations and are often … .
16. When registering the passengers are required to have their …
weighed and registered.
17. When the plane takes off, the stewardess gives the passengers
all the information about the flight, the speed and the … at which the
plane will be flying.

VI. Match a line in column A with a line in column B.

A B
1) passenger a) a woman who serves food or drinks to the passengers on a
plane or ship.
2) travel b) a man on television or radio who tells you what the
weather will be like.
3) destination c) the part of a train that boxes, cases etc. are carried in.
4) suitcase d) the back part of a ship.
5) life-belt e) a small round window on the side of a ship or a plane.
6) lifebuoy f) a small piece of paper, plastic etc., fixed to something to
show what it is , who owns it, what it costs, etc.

13
 A B

7) aircraft g) a plane or other vehicle that can fly.

8) tag h) a large ring made out of material that floats, which you
throw to someone who has fallen in the water, to prevent
them from drowning.
9) porthole i) a special belt you wear in the water to prevent you from
sinking.
10) stern j) a flat case, usually with stiff sides, for carrying clothes and
possessions, especially when you are travelling.
11) luggage-van k) the place that you are travelling to or towards.
12) weather-man l) the act or process of travelling.
13) stewardess m) someone who is travelling in a vehicle, boat, or plane,
but is not the driver.

VII. Fill in prepositions, where necessary.

1. … present, taking … account travelling expenditures, which are

inevitable, no matter what means … travelling you choose, many our
compatriots think that the best way … travelling is hiking.
2. … primitive times people travelled … foot and their journeys
were long, tiring and often dangerous.
3. A team … stewards and stewardesses keep the cabins clean and
tidy, and cater … the passengers’ wants and needs and restaurants and
bars take care … their appetites.
4. All the sea-going liners are real floating cities … all modern
conveniences and a wide choice … sport and entertainment facili-
ties.
5. Although we all seem to agree that the future belongs … air
transport railway transport is still one … the cheapest ways … trans-
porting freight … long distances and the railways today carry the bulk
… passenger and goods traffic.
6. Many people usually spend their days … and holidays … the
country, admiring picturesque places.
7. Passengers’ suitcases will be taken care … … one … the many
porters … the aerodrome who will put them … the luggage compart-
ment … the plane … due time.
8. Some people prefer to travel … a lower berth … their faces …
the engine.
14
 9. Sometimes it happens so that it takes longer to get … town …
the airport than it does to fly … one city … another.
10. The advantages … travelling … car are that you can plan your
trip and can stop wherever you wish and spend … any place as long as
you like.
11. The aim … their travelling isn’t only to admire the beauty …
these places but also to see ancient monuments and other places …
cultural and historical interest.
12. The choice … the means … travelling depends … its purpose
and people choose one according … their plans and destinations.
13. The passenger pastes the labels … his trunks and other pieces …
luggage that he does not need … the voyage.
14. The radio keeps the passengers … touch … the latest events …
shore.
15. The stewardess helps everyone get comfortable … the reclining
seats and adjust the safety belts.
16. Travelling … sea is … as safe as walking the streets be-
cause you can always count … the many lifeboats … case …
emergency.
17. When boarding a ship the passenger is given a number … labels
and tags … his luggage.
18. When you reach your place … destination … a few hours you
realize all the advantages … travelling … air though it is the most ex-
pensive means … travelling.

VIII. Fill in articles where necessary.

1. … cabin looks very much like … compartment of … railway

sleeping car, but … windows are altogether different.
2. … choice of … means of … travelling depends on its pur-
pose and … people choose one according to their plans and
destinations.
3. … people are not allowed to take … bulky luggage with them
and can take only … small bag with them.
4. … people have travelled since … earliest days of … human
history.
5. … people who prefer comfort to speed travel in … compartment
car where they can relax during … journey and enjoy themselves as
much as possible.
6. … ships usually reach … port of … destination on … time
according to their schedule.

15
 7. … travelling by … sea is about as safe as … walking … streets
because you can always count on … many lifeboats in … case of …
emergency.
8. All … sea-going liners are … real floating cities with … all
modern conveniences and … wide choice of … sport and entertain-
ment facilities.
9. All … ways of … travelling have their advantages and
disadvantages.
10. As soon as … mail is loaded … voice of … announcer calls …
plane going and … passengers are invited to board … plane and take
their places.
11. Before … plane takes off … weatherman briefs … pilot on …
weather.
12. Before boarding … plane … passengers must register at … air-
port.
13. But there are … overnight and long distance trains in which …
sleeping cars and dining … cars make even … longest journey enjoyable.
14. He pastes … labels on … trunks and other pieces of … luggage
that he does not need during … voyage.
15. If … passengers want something during … flight, they are to
press … button with … pictogram of … stewardess, and she will
immediately come to their help.
16. If … people want to reach their destination as quickly as possi-
ble speed is … very important factor for them.
17. In … rough sea many passengers will look most unhappy when
… stern dips down and no happier when … bow goes up.
18. Nowadays … travelling became … highly organised business,
and every year millions of … people travel … long distances abroad
on … business trips or for … holidays.
19. Though … travelling by … train is slower than by … plane, but
its advantage is that you can see … interesting places of … country
you are travelling through.
20. When … plane takes off, … stewardess gives … passengers all
… information about … flight, … speed and … altitude at which …
plane will be flying.
21. When boarding … ship … passenger is given … number of …
labels and … tags for his luggage.
22. When you reach your place of destination in … few hours you
realize all … advantages of … travelling by … air though it is … most
expensive means of … travelling.
23. With so many people travelling by-air making sure that … right
people board … right plane has become … problem.

16
 IX. Agree or disagree with the statements. Give your reason. The
following phrases may be helpful:

As I see it …; (Not) quite so …; As a matter of fact ...;

In addition …; I don’t think so …; Generally speaking ...;
To my mind ...; The thing is that ...; I can’t agree with you …;
That depends ...; On the contrary …; I fully agree with you …;
Furthermore …; Putting it mildly ...; I’m of the same opin-
In my opinion …; Strictly speaking ...; ion …;
To tell the truth ...; I should say it’s only
partly true … .

1. Nowadays travelling became a highly organised business, and

every year millions of people travel long distances abroad on business
trips or for holidays.
2. The choice of the means of travelling depends on its purpose
and people choose one according to their plans and destinations.
3. When you reach your place of destination in a few hours you re-
alize all the advantages of travelling by air though it is the most ex-
pensive means of travelling.
4. For many people the most unpleasant thing about travelling by
air is that during take off and landing their ears hurt a little.
5. Air transport is not safer compared to road transport and statis-
tics prove it.
6. The passengers are usually allowed to take bulky luggage with
them.
7. As soon as the mail is loaded the voice of the announcer calls
the plane going and the passengers are invited to board the plane and
take their places.
8. The airplane armchairs are not very cosy, and they are equipped
with safety belts, which must be fastened during both take off and
landing.
9. When the plane takes off, the pilot gives the passengers all the
information about the flight, the speed and the altitude at which the
plane will be flying.
10. If passengers want something during the flight, they are to press
a button with a pictogram of a stewardess, and she will immediately
come to their help.
11. Though travelling by train is slower than by plane, but its ad-
vantage is that you can see interesting places of the country you are
travelling through.
17
 12. People who prefer comfort to speed travel in a compartment
car where they can relax during the journey and enjoy themselves as
much as possible.
13. Travelling by sea is not popular nowadays, besides ships never
reach the port of destination on time according to their schedule.
14. All the sea-going liners have a number of decks, which go un-
der all sorts of names, such as «promenade deck,» «sun deck,» etc.
15. A cabin does not look very much like a compartment of a
railway sleeping car and the windows are altogether different.
16. The radio keeps the passengers in touch with the latest events
on shore.
17. A team of stewards and stewardesses keep the cabins clean and
tidy, and cater for the passengers’ wants and needs and restaurants and
bars take care of their appetites.
18. Travelling by car is very convenient and it has a lot of
advantages.
19. At present, taking into account travelling expenditures, which
are inevitable, no matter what means of travelling you choose, many
our compatriots think that the best way of travelling is hiking.

X. Ask questions to elicit the information.

1. People have travelled since the earliest days of the human

history.
2. In primitive times people did not travel for pleasure, they
travelled on foot and their journeys were long, tiring and often
dangerous.
3. Nowadays travelling became a highly organised business, and
every year millions of people travel long distances abroad on business
trips or for holidays.
4. All ways of travelling have their advantages and disadvantages.
5. The choice of the means of travelling depends on its purpose
and people choose one according to their plans and destinations.
6. If people want to reach their destination as quickly as possible
speed is a very important factor for them.
7. When you reach your place of destination in a few hours you
realize all the advantages of travelling by air though it is the most
expensive means of travelling.
8. Sometimes it takes you longer to get from town to the airport
than it does to fly from one city to another.
9. Although we all seem to agree that the future belongs to air
transport railway transport is still one of the cheapest ways of trans-

18
porting freight over long distances and the railways today carry the
bulk of passenger and goods traffic.
10. Though travelling by train is slower than by plane, but its ad-
vantage is that you can see interesting places of the country you are
travelling through.
11. People who prefer comfort to speed travel in a compartment
car where they can relax during the journey and enjoy themselves as
much as possible.
12. All the sea-going liners combine passengers’ comfort with
speed and they are real floating cities with all modern conveniences
and a wide choice of sport and entertainment facilities.
13. The radio keeps the passengers in touch with the latest events
on shore and a team of stewards and stewardesses keep the cabins
clean and tidy, and cater for the passengers’ wants and needs and res-
taurants and bars take care of their appetites.
14. A cabin looks very much like a compartment of a railway
sleeping car, but the windows are altogether different.
15. Travelling by sea is about as safe as walking the streets be-
cause you can always count on the many lifeboats in case of emer-
gency.
16. At present, taking into account travelling expenditures, which
are inevitable, no matter what means of travelling you choose, many
our compatriots think that the best way of travelling is hiking.
17. The aim of their travelling isn’t only to admire the beauty of
these places but also to see ancient monuments and other places of
cultural and historical interest.

XI. Answer the questions. Begin your answers with:

Actually …; As far as I know … ; As far as I re-

As a rule …; The matter is that ...; member ...;
In any case ...; I suppose/believe …; As far as I am
As things are ...; That depends (on) …; concerned ...;
To tell the truth … ; I am declined to Frankly/strictly
think...; speaking …;
To make a long
story short ... .

1. Why is modern life impossible without travelling? Give your

reasons.
2. What means of travelling do you know?
19
 3. What does the choice of means of travelling depend on?
4. What are the advantages and disadvantages of travelling by
plane?
5. What are the most unpleasant things for many people about
travelling by plane?
6. What do you know about the network of airlines nowadays?
7. What can you say about conception of speed?
8. What measures provide safe travelling by plane?
9. Who takes care of the passengers’ luggage at the airport?
10. When are passengers invited to board the plane and take their
places?
11. What are the airplane armchairs equipped with?
12. What are the duties of the stewardess?
13. What are the advantages and disadvantages of travelling by train?
14. What services are available on all overnight and long distance
trains?
15. What cars do people who prefer comfort to speed usually travel in?
16. Why is travelling by sea popular?
17. What do all the sea-going liners combine?
18. What can you say about the sea-going liners cabins?
19. What services are given to the passengers on board the sea-
going liners?
20. When do we say of a person that he is a poor sailor?
21. What equipment on board the ships can be used in case of emer-
gency?
22. Why do many people prefer travelling by car?

XII. Translate the following sentences into English.

1. У наші дні мільйони людей їздять за кордон у відрядження

або на відпочинок.
2. Усі засоби для подорожі мають свої переваги та недоліки.
3. Якщо Ви дістанетеся пункту призначення за кілька годин,
то, напевне, зрозумієте всі переваги подорожі літаком.
4. Подорож літаком справді заощаджує час, але іноді трапля-
ється так, що на дорогу до аеропорту потрібно набагато більше
часу, ніж долетіти від одного міста до іншого.
5. У наш час літаки доставляють пасажирів в усі великі насе-
лені пункти цілодобово.
6. Сучасні реактивні лайнери можуть летіти зі швидкістю по-
над 800 км за годину, вони можуть робити безпосадочні перельо-
ти на відстань до 2000 кілометрів.

20
 7. Багато людей бояться подорожувати літаком, бо вважають,
що це небезпечно, хоча, насправді, набагато небезпечніше їздити
на машині або переходити вулицю.
8. Як свідчать статистичні дані, повітряний транспорт набага-
то безпечніший, ніж будь-які інші види транспорту.
9. Перед посадкою на літак пасажири мають зареєструватися в
аеропорту, а також вони зобов’язані зважити і зареєструвати свій
багаж.
10. Відразу ж після завантаження пошти диктор повідомляє про
відправлення літака й запрошує пасажирів піднятися на борт лі-
така і зайняти свої місця.
11. Перевага подорожі літаком полягає в тому, що це — на-
йшвидший та найзручніший спосіб.
12. Крісла літака дуже зручні, вони обладнані спеціальними
ременями, що повинні бути пристебнуті під час зльоту та по-
садки.
13. Під час польоту бортпровідниця допомагає пасажи-
рам зручно розміститися в кріслах, що відкидаються, і присте-
бнути ремені, а також вона повідомляє пасажирам необхідну
інформацію про політ, швидкість та висоту, на якій літак леті-
тиме.
14. Якщо пасажирам щось потрібно під час польоту, вони по-
винні натиснути на кнопку з піктограмою бортпровідниці, і вона
негайно підійде до них.
15. Хоч ми згодні, що майбутнє належить повітряному транс-
порту, залізниця усе ще є одним із найдешевших видів транспор-
ту, нею перевозять значну частину вантажів та пасажирів.
16. Пасажири, які полюбляють подорожувати комфортно, ку-
пують квитки в купейні вагони, де вони можуть відпочивати під
час поїздки і насолоджуватися подорожжю.
17. Пасажир може поснідати, пообідати та повечеряти в вагоні-
ресторані, де пропонують їжу на будь-який смак.
18. Для морських подорожей найбільш зручний сезон – з трав-
ня по листопад.
19. Усі морські лайнери – це справжні плавучі міста з усіма су-
часними зручностями і різноманітними засобами для розваг.
20. Каюта дуже нагадує купе залізничного спального вагона,
відрізняється тільки вікнами, що називаються ілюмінаторами і
зроблені з дуже товстого скла.
21. Радіо повідомляє пасажирам про всі події, що відбуваються
на березі, а стюарди та стюардеси стежать за чистотою їхніх кают
і обслуговують пасажирів у ресторанах і барах.

21
 22. Багато людей люблять подорожувати машиною: переваги
цього виду подорожі в тому, що можна планувати поїздку, немає
необхідності замовляти квитки, нести важкі валізи.
23. У наш час стають популярними туристичні походи, що
дають змогу насолодитися красою, мальовничими лісами, озера-
ми і ріками.

XIII. Complete the open dialogue.

A. ...
P. Nowadays travelling became a highly organised business, and
every year millions of people travel long distances abroad on
business trips or for holidays.
A. ...
P. All ways of travelling have their advantages and disadvantages.
The choice of the means of travelling depends on its purpose and
people choose one according to their plans and destinations.
A. ...
P. When you reach your place of destination in a few hours you re-
alize all the advantages of travelling by air though it is the most
expensive means of travelling.
A. ...
P. For many people the only unpleasant thing about travelling by air
is that during take off and landing their ears hurt a little.
A. ...
P. In such cases it is advisable that one should chew a gum to re-
lieve this little discomfort. Yawning and swallowing sometimes
help.
A. ...
P. Nowadays the network of airlines operates throughout the year
reaching out to all the important centres of the world.
A. ...
P. Many people are scared of flying and planes make them nervous.
They never fly because they believe it is dangerous, but in fact, it
is probably much more dangerous to travel by car or to walk
across a street.
A. ...
P. Statistics show that air travel is as safe as travelling by rail. Be-
sides modern radio compasses, radio beacons, automatic pilots
and radar equipment have taken all the danger out of blind fly-
ing.

22
A. ...
P. To avoid confusion boarding passes are issued to passengers.
They indicate the flight number and destination.
A. ...
P. Before boarding the plane the passengers must register at the air-
port. When registering they are required to have their luggage
weighed and registered.
A. ...
P. In less time than it takes to tell the plane taxies down the field to
face the wind, it begins to pick up speed and tears down the run-
way. In a moment it is off the ground and out of sight.
A. ...
P. The airplane armchairs are very cosy, and they are equipped with
safety belts, which must be fastened during both take off and
landing.
A. ...
P. When the plane takes off, the stewardess gives the passengers all
the information about the flight, the speed and the altitude at
which the plane will be flying. Then she offers them some
mineral water, lemonade and sweets.
A. ...
P. The stewardesses are usually very amiable and cater for the
passengers’ wants and needs.
A. ...
P. If passengers want something during the flight, they are to press
a button with a pictogram of a stewardess, and she will
immediately come to their help.

XIV. Compose your own dialogues.

1. You are planning to fly to the Crimea in summer. Discuss with

your friend the advantages and disadvantages of travelling by air and
by train.
2. You’ve just arrived from N. Your friend has come to meet you
at the airport. Talk to her about your flight and stay at N.
3. You’ve come to the booking office to get a ticket for a plane.
What will you talk to the clerk about?
4. Ask the steward about the accommodation, conveniences on
board the ship you are travelling.
5. You want to spend your holidays in the country, to admire the
beauty of the place and to see ancient monuments and other places of
cultural and historical interest.

23
 PART II
1. TRAVELLING BY TRAIN IN BRITAIN

One of the first things a foreigner notices about British railways is

the platform. They are higher than in most parts of the world. The
platforms are almost on a level with the floor of the carriages. You do
not, therefore, have to climb up into a railway carriage in Britain. This
makes it a little easier to get in and out of the carriage with your
luggage.
The trains that go to and from London are very crowded at the time
when people are travelling to work, since about a million people travel
to London to work each day. There are cheap tickets after a certain
time of the day, usually about 9.30 when everyone has gone to work.
These are called cheap day return tickets. It is often nearly 50 %
cheaper to travel to London after 9.30 than before this time.
On many fast trains to London there is a dining car in which you
can buy lunch, dinner or coffee. On others there is a buffet at which it
is possible to buy snacks and drinks. Sometimes a waiter from the
dining car brings round cups of coffee to the passengers.
There are only two classes in Britain — first and second. A first-
class ticket costs 50 % more than a second-class ticket. On long jour-
neys, there is a ticket inspector, who visits every passenger to see if he
has the right ticket and is not travelling in the wrong class.
In England train passengers very seldom converse with their fellow
travellers even on a long journey — this is more a national custom
than a matter of etiquette.
When the passenger reaches the end of his journey and leaves the
train, he has to give his ticket to the ticket collector at the exit before
he can leave the station. If he has luggage and wants someone to carry
it for him to a waiting car or taxi, he must ask the porter. The porter
does not make a charge for this service, but he expects a tip.

2. TRAVELLING AND TRANSPORTATION

The average American employee usually has three or four weeks

of paid vacation during the summer, but this varies considerably.
Some American families spend their vacations at home. Others might
own or rent a cottage near a lake or in the mountains. Locations where
swimming, fishing and other water sports are available are especially
popular. A great many Americans take to the road and «see America
24
first». Every year more than 60 million Americans visit their National
Parks, which give Americans opportunities «to get away from it all»,
to escape from the worries and hectic life of the urban world.
Camping and hiking, which have become extremely popular
throughout the country, also afford the chance to travel on a limited
budget. Some Americans take a trip to Europe or Africa, tour Asia or
South America, and have a good time travelling. It is often cheaper to
fly than to go by car, bus, or train. Travellers can simply step aboard
the planes, which leave every hour between Boston, New York, and
Washington, without advance reservations, without a ticket (which
you can buy on board the plane), or luggage check-in.
To provide a balanced transportation system by developing
intercity rail passenger service Congress created Amtrak, the National
Railway Passenger Corporation. Today, Amtrak’s system links over
500 cities and towns in 44 states. It works best in densely populated
areas where distances are short and getting to and from airports is
inconvenient and expensive. Over the longer distances, Amtrak has a
hard time competing with the airlines. But the most extensive and one
of the least expensive means of transportation in America is the bus.
America’s intercity buses transport more passengers every year than
Amtrak and all airlines combined. This cheap way to cover long
distances in the US is used by many American and foreign travellers.
Nevertheless, there is no doubt that the second great American
Revolution in transportation — mass transportation by air — has
taken off.

Vocabulary notes

railway залізниця
platform платформа
carriage вагон
climb up into a railway carriage сідати у вагон
get in and out of the carriage входити і виходити з вагона
be crowded бути переповненим
cheap ticket дешевий квиток
return ticket квиток в обидва кінця
fast train швидкий поїзд
a first-class ticket квиток першого класу
a second-class ticket квиток другого класу
a fellow traveller попутник

25
exit вихід
a porter провідник
transportation перевезення
step aboard the plane вступити на борт літака

I. Underline all international words in the text. Give their

Ukrainian equivalents.

II. Read, translate and learn the meaning of the following words
and use them in sentences of your own.

carriage one of the connected parts of a train that passengers

sit in.
collector someone whose job is to collect taxes, tickets, debts
etc.
inspector an official whose job is to check that something is
satisfactory and that rules are being obeyed.
platform the raised place beside a railway track where you get
on and off a train in a station.
porter someone whose job is to carry travellers’ bags at
railway stations, airports.
railway station the place where trains stop for passengers to get on
and off.
ticket a printed piece of paper which shows that you have
paid to enter a cinema, travel on a bus, plane etc.
tips a small amount of money that you give to someone.
transportation a system for carrying passengers or goods from one
place to another.

III. Find in the text the following words and word combinations
and translate the sentences in which they are used.

a fellow traveller; a first-class ticket; a limited budget; a porter; a

second-class ticket; a train passenger; advance reservations; camping
and hiking; carriage; cheap tickets; competing with; exit; fast train;
fellow travellers; have a good time; luggage check-in; nevertheless;
on board the plane; platform; railway; return ticket; step aboard the
plane; the right ticket; the urban world; the wrong class; to be
crowded; tips; to climb up into a railway carriage; to escape from; to
get in and out of the carriage; transportation.
26
 IV. Find English equivalents of the words and word
combinations given below and make up sentences with them.

бути переповненим; вагон; вихід; вступити на борт літака;

входити і виходити з вагона; дешевий квиток; залізниця; квиток
другого класу; квиток першого класу; квиток в обидва кінця; пе-
ревезення; сідати у вагон; платформа; попутник; провідник; ча-
йові; швидкий поїзд.

V. Match a line in column A with a line in column B.

A B

1) railway sta- a) the act or process of travelling from one place to an-
tion other.
2) platform b) one of the connected parts of a train that passengers sit in.
3) carriage c) an amount of money that you give to someone such as a
waiter, a porter or a taxi driver, in order to thank them for
their services.
4) luggage d) a person whose job is to carry things, for example to
carry people’s luggage at a railway station.
5) train e) a building by a railway line where a train or a bus
stops to pick up passengers and goods.
6) dining-car f) a person who collects tickets from other people, usu-
ally as a job.
7) journey g) an official piece of paper or card, which you are given
so that you can prove that you have paid for a journey or
for a visit to a theatre, museum, etc.
8) tips h) a carriage on a train where passengers can have a meal.
9) ticket i) a number of carriages, which are all connected together
and which are pulled by an engine along a railway.
10) ticket collec- j) consists of the suitcases, bags, etc that you have with
tor you when you are travelling somewhere.
11) porter k) the area in a railway station beside the rails and higher
than them, where you wait for or get off a train.

27
 VI. Learn the words given below and their synonyms, consult
dictionaries and explain the difference, if any.

cabin, n. — cablegram, telegram, message.

car, n. — automobile, vehicle, motorcar, cab, limousine, jalopy,
wheels.
employee, n. — worker, hand, wage earner, staff member.
employer, n. — boss, director, proprietor, owner, company, firm,
business.
label, n. — tag, ticket, sticker, marker, mark, brand, epithet, name,
description.
reservation, n. — reserve, preserve, sanctuary, territory, area,
plot.
service, n. –– help, aid, assistance, benefit, advantage, use, avail.
ship, n. –– vessel, craft, liner, steamer, boat.
traveller, n. — voyager, wayfarer, passenger, tourist, explorer,
nomad, wanderer, salesman, representative.

VII. Match the verbs on the left in column A with their

corresponding definitions on the right in column C (a — f).

A B C

1) to escape means a) to arrive at a particular place, especially when it has

taken a long time or a long effort to get there.

2) to leave b) to get away from a place when someone is trying to

catch you or stop you leaving.

3) to reach c) to go away from a place or a person.

4) to transport d) to go from one place to another, or to several places,

especially to distant places.

5) to travel e) to go to and spend time in a place or someone, espe-

cially for pleasure or interest.

6) to visit f) to take goods or people from one place to another in

a vehicle.

28
 VIII. Match the words in column A with their synonyms in
column B and antonyms in column C.

A B C A B C
Word Synonym Antonym Word Synonym Antonym
amiable certain advanced inevitable scenic inconvenient
convenient close avoidable picturesque stormy light
dangerous dear calm poor suitable low
delayed needy cheap real tall pleasant
expensive perilous disagreeable rough true rich
heavy pleasant false stuffy wearisome safe
high postponed fresh tiresome weighty ugly

IX. Complete the following sentences.

1. About a million people travel to London … .

2. Every year more than 60 million Americans visit … .
3. If the passenger has luggage and wants someone to carry it for
him he must … .
4. In England train passengers very seldom … .
5. On many fast trains to London there is … .
6. One of the first things a foreigner notices about British railways
is … .
7. One of the least expensive means of transportation in America is … .
8. Some American families spend their vacations … .
9. Some Americans take a trip … .
10. The porter does not make a charge for this service, but he … .
11. The trains that go to and from London are … .
12. This cheap way to cover long distances in the US is … .
13. Travellers can simply … .
14. When the passenger reaches the end of his journey and leaves
the train, he has to…

X. Fill in prepositions or adverbs where necessary.

1. … England train passengers very seldom converse … their
fellow travellers even … a long journey.
2. … long journeys, there is a ticket inspector, who visits every
passenger to see if he has the right ticket and is not travelling … the
wrong class.
29
 3. … many fast trains … London there is a dining car … which
you can buy lunch, dinner or coffee.
4. Camping and hiking, which have become extremely popular …
the country, also afford the chance to travel … a limited budget.
5. Some American families spend their vacations … home, others
might own or rent a cottage … a lake or … the mountains.
6. Sometimes a waiter … the dining car brings … cups … coffee
… the passengers.
7. The most extensive and one … the least expensive means …
transportation in America is the bus.
8. The platforms … Britain are higher than … most parts … the
world and they are almost … a level … the floor … the carriages.
9. The platforms are almost … a level … the floor … the carriages
and you do not have to climb … … a railway carriage … Britain.
10. The trains that go … and … London are very crowded … the
time when people are travelling … work.
11. There are cheap tickets … a certain time … the day, usually …
9.30 when everyone has gone … work.
12. To provide a balanced transportation system … developing
intercity rail passenger service Congress created Amtrak, the National
Railway Passenger Corporation.
13. Today, Amtrak’s system links … 500 cities and towns … 44 states.

XI. Complete the following sentences filling in appropriate words

from the box

a first-class ticket; a railway carriage; a second-class ticket; car-

riage; cheap ticket; climb up; crowded; exit; fast trains; fellow
travellers; get in and out of; platform; porter; railway; return
ticket; step aboard the planes; tips; transportation.

1. … costs 50 % more than … ticket.

2. If he has luggage and wants someone to carry it for him to a
waiting car or taxi, he must ask the … .
3. In England train passengers very seldom converse with their …
even on a long journey — this is more a national custom than a matter
of etiquette.
4. On many … to London there is a dining car in which you can
buy lunch, dinner or coffee.
5. One of the first things a foreigner notices about British … is the
…, which is almost on a level with the floor of the … .

30
 6. The porter does not make a charge for this service, but he
expects … .
7. The trains that go to and from London are very … at the time
when people are travelling to work.
8. There are … after a certain time of the day, usually about 9.30
when everyone has gone to work, these are called cheap day … .
9. To provide a balanced … system by developing intercity rail
passenger service Congress created Amtrak, the National Railway
Passenger Corporation.
10. Travellers can simply …, which leave every hour between
Boston, New York, and Washington, without advance reservations,
without a ticket, or luggage check-in.
11. When the passenger reaches the end of his journey and leaves
the train, he has to give his ticket to the ticket collector at the …
before he can leave the station.
12. You do not have to … into … in Britain and this makes it a little
easier to … the carriage with your luggage.

XII. Answer the questions. Begin your answers with:

Actually …; As far as I know … ; As far as I remem-

As a rule …; The matter is that ...; ber ...;
In any case ...; I suppose/believe …; As far as I am con-
As things are ...; That depends (on) …; cerned ...;
To tell the truth … ; I am declined to Frankly/strictly
think...; speaking …;
To make a long
story short ... .

1. What is particular about British railways?

2. What makes it easier to get in and out of the carriage with your
luggage?
3. When are the trains that go to and from London very crowded?
Why?
4. How many people travel to London to work each day?
5. When are there cheap tickets? What are they called?
6. What is there on other trains? What can you buy there?
7. Who sometimes brings round cups of coffee to the passengers?
8. How many classes are there in British trains?
9. What is the price of a first-class ticket compared to that of a
second-class ticket?
31
 10. Who visits every passenger on long journeys? Why?
11. What does the passenger do with his ticket at the end of his
journey?
12. What opportunities are open for recreational activities in the
USA?
13. What are the most popular places to spend vacation time?
14. What is the motto of American travellers?
15. What is the most convenient way to travel in your country?
16. What is the least expensive means of transportation in
America?

XIII. Agree or disagree with the statements. Give your reason.

The following phrases may be helpful:

As I see it …; (Not) quite so …; As a matter of fact ...;

In addition …; I don’t think so …; Generally speaking ...;
To my mind ...; The thing is that ...; I can’t agree with you
That depends ...; On the contrary …; …;
Furthermore …; Putting it mildly ...; I fully agree with you
In my opinion …; Strictly speaking ...; …;
To tell the truth ...; I’m of the same opin-
ion …;
I should say it’s only
partly true … .

1. The traveller wants to reach his destination as quickly as

possible, he thinks the best way to travel is by train.
2. A modern airliner is a comfortable streamlined machine with
300 seats.
3. Some travellers prefer to book their tickets in advance.
4. An express train stops at little wayside stations or halts.
5. At big stations and junctions passengers change trains.
6. During the trip nobody checks the tickets of the travellers.
7. At the port of departure the passenger, together with a number
of others, proceeds to the quay.
8. On deck the passengers can breathe the rich sea air and look at
the busy traffic of the harbor.
9. Soon the steamer leaves the dock where she was moored and
advances towards the open sea at a low speed.
10. In some time the passengers are invited to take dinner in their
cabins.

32
 11. A foreigner notices nothing special about British railways.
12. You have to climb up into a railway carriage in Britain.
13. The trains that go to and from London are very crowded at the
time when people are travelling to work.
14. On many fast trains to London there is not a dining car in
which you can buy lunch, dinner or coffee.

XIV. Translate the following sentences into English.

1. Залізничні платформи в Британії вищі, ніж у більшості

країн світу.
2. Високі залізничні платформи допомагають пасажирам, які
несуть багаж, легко сідати в вагон.
3. Майже мільйон людей щодня їздить у Лондон на роботу,
тому ранкові потяги до Лондона, а ввечері — із Лондона, забиті
вщент.
4. Після 9.30 ранку, коли основна маса людей вже виїхала на
роботу, вартість квитків стає дешевшою майже на 50 % , ніж до
цього часу.
5. На багатьох швидких потягах, що прямують до Лондона, є
вагон — ресторан, де можна поснідати, пообідати або випити ка-
ви.
6. В інших потягах є буфет, де можна перекусити або щось
випити.
7. Іноді офіціант із вагона — ресторану приносить пасажирам
каву.
8. У Британії вагони бувають тільки двох класів — першого та
другого.
9. Квиток до вагона першого класу коштує на 50 % дорожче,
ніж квиток до вагона другого класу.
10. На тривалих рейсах працюють контролери, які підходять до
кожного пасажира, аби впевнитися, що місцезнаходження паса-
жира відповідає класові вагона, зазначеного у квитку.
11. Коли пасажир прибуває до станції призначення й виходить
із потяга, він має віддати свій квиток контролерові на виході зі
станції.
12. Якщо в нього є багаж і він хоче, щоб хтось відніс його до
машини чи таксі, що чекають на нього, то він має звернутися до
носія.
13. Улітку середньому американському службовцю зазвичай
надається трьох- або чотирьохтижнева оплачувана відпустка.

33
 14. Деякі американські родини проводять відпустку вдома,
інші орендують котедж біля озера або в горах.
15. Більшість американців відправляється в дорогу, аби відві-
дати національні парки, де вони мають змогу відпочити від тур-
бот і неспокійного життя міста.
16. Кемпінг і піший туризм, що стали надзвичайно популяр-
ними в Америці, також дають можливість подорожувати при об-
меженому бюджеті.
17. Деякі американці починають із подорожі до Європи або
Африки, подорожують по Азії або Південній Америці і добре
проводять час.
18. Часто подорож літаком обходиться дешевше, ніж поїздка
на машині, автобусі або потязі.
19. Мандрівники можуть просто піднятися на борт літаків, ко-
трі щогодини курсують між Бостоном, Нью-Йорком і Вашингто-
ном, і купити там квиток.
20. Для забезпечення збалансованої системи пасажирських
перевезень Конгрес створив національну Залізничну Пасажирсь-
ку Корпорацію.
21. Сьогодні ця система зв’язує більш ніж 500 міст у 44 штатах.
22. Найкраще вона працює в густо населених районах, де че-
рез близькі відстані користуватися послугами авіаліній незручно
й дорого.
23. На більш далеких відстанях цій системі важко конкурува-
ти з авіалініями.
24. Автобус в Америці є найпоширенішим і одним із найде-
шевших транспортних засобів.
25. Міжміські автобуси в Америці щорічно перевозять більше
пасажирів, ніж Залізнична Пасажирська Корпорація і всі авіалінії
разом.

XV. Complete the open dialogue.

M. ...
N. One of the first things a foreigner notices about British railways
is the platform, which is higher than in most parts of the world.
M. ...
N. They are almost on a level with the floor of the carriages, and
this makes it a little easier to get in and out of the carriage with
your luggage.
M. ...

34
N. The trains that go to and from London are very crowded at the
time when people are travelling to work, since about a million
people travel to London to work each day.
M. ...
N. There are cheap tickets after a certain time of the day, usually
about 9.30 when everyone has gone to work, and they are called
cheap day return tickets.
M. ...
N. On many fast trains to London there is a dining car in which you
can buy lunch, dinner or coffee. On others there is a buffet at
which it is possible to buy snacks and drinks.
M. ...
N. There are only two classes in Britain — first and second.
M. ...
N. A first-class ticket costs 50 % more than a second-class ticket.
M. ...
N. On long journeys, there is a ticket inspector, who visits every
passenger to see if he has the right ticket and is not travelling in
the wrong class.
M. ...
N. When the passenger reaches the end of his journey and leaves
the train, he has to give his ticket to the ticket collector at the
exit before he can leave the station.
M. ...
N. If he has luggage and wants someone to carry it for him to a
waiting car or taxi, he must ask a porter.
M. ...
N. The porter does not make a charge for this service, but he ex-
pects a tip.

XVI. Speak individually or arrange a discussion on the

following.
1. What attracts people in the idea of travelling?
2. Where and how would you like to travel?
3. Your first travelling by air.
4. Describe a big airport, the inside of a plane.
5. How you spent your time on board the ship or the plane.

XVII. ROLE PLAY.

Make up dialogues following the situations suggested below.
Work in pairs.
35
 Situation 1

Student A
You are planning a trip to Hawaii with little children. You would
like to rent an apartment or a bungalow (cottage), because you need
your own kitchen. Explain your situation to the travel agent. Ask
about reduced fares and find out details of the sea voyage. Express
gratitude and promise to come later.

Student B
You are the travel agent. Welcome the client, give the required in-
formation about accommodations and details about sea voyage —
heated pool, night entertainment, superb cuisine, and a spacious cabin,
ask for details, offer some variants, reply to the expression of grati-
tude.

Situation 2

Student A
You are fond of sports, especially golf. You prefer a moderate
climate. Explain your demands, give the details, find out where you
can go in April or May to find good golfing. Express gratitude for the
information.

Student B
You are a travel agent. Suggest going to South Carolina. There are
a lot of golf courses both in the mountains and on the oceanfront. Give
general information. Ask when your client plans to make a trip, offer
some tours, and mention seasonal rates. Suggest transportation and
accommodation services. Reply to the expression of gratitude.

36
 Unit

PART I
AT THE HOTEL.
ARRIVING AT A HOTEL

In the fast-moving world of today, boats, trains, airplanes and cars

carry travellers all over the globe, either as tourists or in the normal
course of their business. These travellers normally require food,
lodging, hospitality and service of a good standard. Some hotels fol-
low the practice of confirming a reservation by sending a standard
letter or card, which acknowledges a deposit, the type of accommoda-
tion reserved and garage space if necessary. In large transient hotels it
is not practical to confirm in writing every reservation, as guests come
and go at short notice. Some hotels telephone confirmation of a
booking and will of course acknowledge receipt of a deposit or a spe-
cial request if the time factor allows.
Non-returnable deposits are usually requested from overseas visi-
tors booking in advance, and resort hotels whose business is seasonal
also usually request a deposit to confirm a booking. Many hotels op-
erate on the basis that unless previously notified by the guest that they
will be a late arrival, the accommodation will be released for reletting
if the guest fails to arrive by 6 p.m. Many airline and car rental central
reservation systems nowadays have been enhanced to include hotel in-
formation, so that travel agents can book lodging accommodations.
Systems that combine airline, car rental and hotel central reservation
systems are known as global distribution systems (GDSs). But it often
happens that the so-called chance visitors come. If a guest has no lug-
gage, payment in advance is usually requested. If, however, a chance
guest with luggage can produce credit cards and identification, no de-
posit is asked for.
On arrival at the hotel the guests are met by the hall porter who es-
corts them to the reception counter assisting them with the luggage.
The receptionist welcomes the guests with a smile and greeting, hands

37
the pen to them and asks if they will kindly complete the registration
form or sign the hotel register. The registration is checked to see if it
has been correctly completed. It is now common practice in large ho-
tels to issue guests on arrival with identity booklets in attractively de-
signed folders containing information on the facilities available in the
hotel. The name of the guest, room number and key code number,
which, for security reasons, is different from the room number are
printed inside. The receptionist should point out to the guest the loca-
tion of the restaurants, lounges, public rooms and emergency exists
and enquire whether there is anything the guest may require or need to
know. If possible, either the hall porter or receptionist will escort the
guests to their room offering to carry any hand luggage and walking a
few steps ahead to open any doors. The escort should precede the
guest into the room, make a quick check to ensure that the room is in
order, and then hand the key to the guest.
Sometimes a guest wishes to change rooms and his or her arrival
has already been entered on the arrival list, the change of room must
be treated as a departure from one room and an arrival in another
room. As the change of room will have no effect on the number of
guests staying in the hotel, no entry is made in the column showing
number of guests. The arrival list is prepared one day in advance from
the reservations records. It is in alphabetical order and shows rooms
allocated, name, number of nights’ stay, number of guests, estimated
time of arrival and any special requirements.
As the arrival list is only made up from guests who have made
reservations in advance it will not show «chance» guests or a guest
who changes rooms after the list has been circulated. As room status
information must be up-to-the-minute, notification slips are circulated
immediately to all departments: a «chance» arrival or sudden change
of room, or any other eventuality make it necessary to inform all
departments, so that any action required can be taken. As for groups
they can register in the usual way when they arrive, each individual
completing a separate registration form. With large groups, however,
this method can cause chaos at the reception desk.
Individual registration forms could be dispensed with and the tour
operator could hand in a list of names, initials, nationality and
passport numbers. This method is not exactly reliable as the
information given could not be accurate and there are no individual
signatures of the members of the group, which could cause problems
when billing the guests for any extras. The arrival of large groups of
people at the same time will always mean pressure on the reception
staff, hall porters and other departments. If a group arrives in the

38
morning before the housekeeping department has had time to clean
and service all the rooms, then the group must be made comfortable
whilst waiting to gain access to their rooms. The head porter will have
the responsibility of organizing parking spaces for the coaches, seeing
that the luggage is unloaded, counted, checked and agreed with the
group leader and dispatched to the rooms as quickly as possible.
When the guest leaves the hotel the billing office will check that
all charges and payments made have been posted to the guest’s
account and have it prepared ready to present to the guest for
settlement. Then the cashier will ensure that all valuables in the safe
or in a safety deposit box collected by the guests and a signed receipt
obtained and the head porter will have staff ready to handle any
luggage. Some hotels give luggage clearance pass to the head porter
when the account has been settled, head porter will check off his or
her departure list when luggage is cleared. The head housekeeper will
tick off his or her departure list when the room has been checked and
cleared. So the account is settled, keys are handed in and the guest
departs with an invitation «please come again.»
Like the arrival of a big group, the departure can be equally
chaotic. It requires organization and planning, as one group usually
follows another and for the changeover to be smooth all departments
must be working to maximum efficiency.
Guests will be required to vacant their rooms by 11 a.m., noon as
the latest, to enable the housekeeping staff to serve and clean rooms
for the next group. If a group is not leaving until afternoon it is
advisable to have a hospitality room available for luggage to be stored
and for guests to have access to toilet facilities.
The billing office must ensure that all «extras» are charged to the
correct accounts and bills settled before luggage can be moved, and
finally that all room keys are collected. When a hotel receives an
enquiry for an «en block» reservations, which means that a number of
rooms have to be reserved to accommodate a group of people, it is
essential that the reservations charts should be studied carefully. If the
hotel accepts too many block bookings that could possibly result in
the loss of other reservations from clients who may return to the hotel
on regular basis. To avoid this, research work is done and the hotel
decides how many of this type of booking they can accept.
Of course it is the aim of any hotel to achieve the maximum room
occupancy and one must remember that a «sleeper» lost (bed
unoccupied) is a financial loss that cannot be regained. Therefore,
many hotels work on the principle of accepting a percentage of more
reservations than there is accommodation available. A calculation is

39
made of the percentage of non-arrivals, cancellations and guests that
terminate their stay earlier than expected. If the unexpected happens
and the hotel is completely full and they have overbooked then it is
the responsibility of the hotel to find alternate accommodation of the
same standard at another hotel for the overflow and bear any
additional costs.
Different types of hotels are to be founded in every part of Britain
and the United States. The very best, of course, are the «hotels de
luxe», which provide every modern comfort and convenience. These
establishments employ hundreds of staff and entertain wealthy people
from all parts of the world. The rooms in these hotels are also
thoroughly comfortable, beautifully equipped and of very high
standard. The room of five- and four-star hotels must offer ample
accommodation for resident and non-resident visitors. They must have
all the attributes of a three-star hotel plus a day-and-night-service, an
atmosphere of comfort above the ordinary and excellent cuisine.
If a person wants to stay in a three-star hotel he must know that the
rooms have a high standard of cleanliness and good service there. As
for the rooms in two-star hotels they offer limited, well-kept, clean
accommodation, with a good standard of comfort. The rates are
sometimes what the staff call «rack rates», that is the normal rates
quoted to the public. The single rooms are very comfortable and the
rates are very reasonable. The rack rate is £40 a night. But a
penthouse suite is an extremely luxurious and spacious room. The
price may also include continental breakfast. It is coffee, tea rolls, jam
and honey — nothing cooked. But many clients prefer a «full English
breakfast». It includes hot food, fried egg, fried bacon and porridge.

Vocabulary notes

confirm a reservation підтверджувати попередне за-

мовлення
acknowledge a deposit офіційне підтвердити одер-
жання завдатку
overseas visitors закордонні rocті
GDSs (global distribution sys- Всесвігня система розподілу
tems)
chance visitor випадковий клієнт
escort (the guest to his room) провести (клієнта до кімнати)
welcome the guests with a smile вітати гостей з посмішкою

40
complete the registration form заповнити реєстраційну форму
(анкету)
for security reason з метою безпеки
point out вказувати
room status information інформація про стан кімнати
be up-to-the-minute відповідати дійсному стану
речей на даний момент
cause chaos спричиняти хаос
tick off поставити позначку
vacant one’s room звільнити кімнату
I. Underline all international words in the text. Give their
Ukrainian equivalents.
II. Read, translate and learn the meaning of the following words
and use them in sentences of your own.
accommodation a place for someone to stay, live or work in.
convenience the state or quality of being suitable for a particular
purpose, especially because it is easy to you or
saves your time.
porter a person whose job is to look after a building such
as a hotel, especially to be in charge of its entrance.
receptionist someone whose job is to welcome and deal with
people arriving at a hotel or office building, visiting
a doctor.
reservation an arrangement made so that a place is kept for you
in a hotel, restaurant, plane, etc.
III. Find in the text the following words and word combinations,
translate the sentences in which they are used and make up sen-
tences with them.
acknowledge a deposit; ample accommodation; be up-to-the-
minute; cause chaos; chance visitor; complete the registration form;
confirm a reservation; escort smb.; for security reason; GDSs (global
distribution systems); overseas visitors; point out; room status infor-
mation; tick off; vacant one’s room; welcome the guests with a smile.
IV. Find English equivalents of the words and word combina-
tions given below and make up sentences with them.
випадковий клієнт; відповідати дійсному стану речей на даний
момент; вітати гостей з посмішкою; вказувати; Всесвітня система
розподілу; закордонні rocті; заповнити реєстраційну форму (ан-

41
кету); звільнити кімнату; інформація про стан кімнати; офіційне
підтвердження про одержання завдатку; підтверджувати попере-
днє замовлення; поставити позначку; провести клієнта до кімна-
ти; спричиняти хаос; з метою безпеки.

V. Complete the following sentences filling in appropriate words

from the box.

acknowledges a deposit; ample accommodation; be up-to-the-

minute; cause chaos; chance visitors; complete the registration
form; confirming a reservation; escorts; for any extras; for secu-
rity reasons; global distribution systems (GDSs); overseas visi-
tors; point out; room status information; tick off; vacant their
rooms; welcomes the guests with a smile.

1. As for groups they can register in the usual way when they
arrive, though with large groups, however, this method can … at the
reception desk.
2. As … must … , notification slips are circulated immediately to
all departments.
3. But it often happens that the so-called … come.
4. Guests will be required to … by 11 a.m., noon as the latest, to
enable the housekeeping staff to serve and clean rooms for the next
group.
5. Non-returnable deposits are usually requested from … booking
in advance.
6. On arrival at the hotel the guests are met by the hall porter who
… them to the reception counter assisting them with the luggage.
7. Some hotels follow the practice of … by sending a standard let-
ter or card, which … , the type of accommodation reserved and garage
space if necessary.
8. Systems that combine airline, car rental and hotel central reser-
vation systems are known as … .
9. The head housekeeper will… his or her departure list when the
room has been checked and cleared.
10. The name of the guest, room number and key code number
which, … , is different from the room number are printed inside.
11. The receptionist should … to the guest the location of the res-
taurants, lounges, public rooms and emergency exists.
12. The receptionist … and greeting, hands the pen to them and asks
if they will kindly … or sign the hotel register.
42
 13. The room of five- and four-star hotels must offer … for
resident and non-resident visitors.
14. This method is not exactly reliable as there are no individual
signatures of the members of the group, which could cause problems
when billing the guests … .
VI. Learn the words given below and their synonyms, consult
dictionaries and try to explain the differences, if any.
access, n. — admission, admittance, approach, entrance, door, en-
try, way, passage, path, attack, onset, fit, paroxysm, spasm, seizure,
outburst.
confirmation, n. — verification, corroboration, substantiation,
proof, evidence, ratification, endorsement, sanction, approval, af-
firmation.
convenience, n. — suitability, appropriateness, fitness, availability,
accessibility, utility, usefulness, handiness.
identity, n. — individuality, particularity, singularity, uniqueness,
self, personality, name.
reception, n. — acceptance, admission, receipt, response, greeting,
welcome, entertainment, party, function.
standard, n. — model, pattern, example, gauge, measure, criterion,
yardstick, scale, rule, principle, norm, average.
VII. Match the verbs on the left in column A with their corre-
sponding definitions on the right in column C (a -h).

A B C
1. to confirm means a) to allow someone not to do their duty or work.
2. to escort b) to arrange for a place in a hotel, restaurant, plane etc.
to be kept for you.
3. to estimate c) to ask for something politely or formally.
4. to fail d) to be unsuccessful in something that you want to do.
5. to release e) to demand that people do something because of a law
or rule.
6. to request f) to go with someone and show them a place.
7. to require g) to tell someone that a possible arrangement, date, or
time is now definite.
8. to reserve h) to try to judge the value, size, speed, cost etc. of
something, partly by calculating and partly by guessing.

43
 VIII. Match the words in the left column with their definition in
the right column.

1) suite a) a room occupied by one person.

2) triple room b) a room with one large bed for two people.
3) twin room c) a room with two single beds for two people.
4) junior suite d) a room with three single beds, or a double
bed and a single bed, suitable for occupation by
three people.
5) penthouse e) a set of two or more rooms including a bed-
room and a sitting room.
6) single room f) a large room with a partition to separate the
bedroom area from the sitting room area.
7) double room g) a well furnished luxurious suite at the top of
the building.
8) family room h) a room with four or more beds, particularly
suitable for a family with children.
9) connecting or i) a room not used as a bedroom, where guests
adjoining room may read, watch television, etc.
10) lounge or sitting j) two or more rooms with a door to allow ac-
room (or parlor = cess from one room to another.
am. e)

IX. Match the words in column A with their synonyms in column

B and antonyms in column C.

A B C A B C
Word Synonym Antonym Word Synonym Antonym
accurate common abnormal luxurious sufficient numerous
ample contrasting austere ordinary sumptuous permanent
available middle connected previous superior private
careful normal dispensable regular temporary scanty
central obtainable extreme reliable trustworthy similar
common precise inaccurate separate unconnected small
different prior incautious single universal unavailable
essential prudent inferior spacious vast unreliable
excellent sole later transient vital unusual

44
 X. Fill in prepositions, where necessary.

1. … large transient hotels it is not practical to confirm … writing

every reservation, as guests come and go … short notice.
2. As … groups they can register … the usual way when they
arrive, each individual completing a separate registration form.
3. As … the rooms … two-star hotels they offer limited, well-kept,
clean accommodation, … a good standard … comfort.
4. Different types … hotels are to be founded … every part …
Britain and the United States.
5. If a group arrives … the morning … the housekeeping
department has had time to clean and service all the rooms, then the
group must be made comfortable whilst waiting to gain access …
their rooms.
6. If a person wants to stay … a three-star hotel he must know that
the rooms have a high standard … cleanliness and good service there.
7. Individual registration forms could be dispensed … and a list of
names, initials, nationality and passport numbers could be handed …
… the tour operator.
8. Many hotels operate … the basis that unless previously notified
… the guest that they will be a late arrival, the accommodation will be
released … reletting if the guest fails to arrive … 6 p.m.
9. Some hotels follow the practice … confirming a reservation …
sending a standard letter or card.
10. The arrival … large groups … people … the same time will
always mean pressure … the reception staff, hall porters and other
departments.
11. The arrival list is prepared one day … advance … the reserva-
tions records.
12. These establishments employ hundreds … staff and entertain
wealthy people … all parts … the world.

XI. Fill in articles where necessary.

1. … calculation is made of … percentage of non-arrivals,

cancellations and guests that terminate their stay earlier than expected.
2. … name of … guest, room number and key code number,
which, for security reasons, is different from … room number are
printed inside.
3. … receptionist should point out to … guest … location of …
restaurants, lounges, public rooms and emergency exists and enquire
whether there is anything … guest may require or need to know.

45
 4. … systems that combine … airline, … car rental and … hotel
central reservation systems are known as … global distribution sys-
tems.
5. As for groups they can register in … usual way when they
arrive, each individual completing … separate registration form.
6. If … hotel accepts too many block bookings that could possibly
result in … loss of other reservations from clients who may return to
… hotel on regular basis.
7. In … large transient hotels it is not practical to confirm in …
writing every reservation, as guests come and go at … short notice.
8. It is now … common practice in … large hotels to issue …
guests on arrival with … identity booklets in attractively designed
folders containing information on … facilities available in … hotel.
9. Many hotels work on … principle of accepting … percentage of
more reservations than there is accommodation available.
10. Some hotels telephone … confirmation of … booking and will
of course acknowledge receipt of … deposit or … special request if …
time factor allows.
11. Sometimes … guest wishes to change … rooms and his or her
arrival has already been entered on … arrival list, … change of room
must be treated as … departure from one room and … arrival in an-
other room.
12. These establishments employ … hundreds of … staff and
entertain … wealthy people from all parts of … world.
13. When … hotel receives … enquiry for … «en block»
reservations, which means that … number of rooms have to be
reserved to accommodate … group of people, it is essential that …
reservations charts should be studied carefully.

XII. Agree or disagree with the statements. Give your reason.

The following phrases may be helpful:

As I see it …; (Not) quite so …; As a matter of fact ...;

In addition …; I don’t think so …; Generally speaking ...;
To my mind ...; The thing is that ...; I can’t agree with you …;
That depends ...; On the contrary …; I fully agree with you …;
Furthermore …; Putting it mildly ...; I’m of the same opinion
In my opinion …; Strictly speaking ...; …;
To tell the truth ...; I should say it’s only
partly true … .

46
 1. In the fast-moving world of today, boats, trains, airplanes and
cars carry travellers all over the globe, either as tourists or in the nor-
mal course of their business.
2. Travellers never require food, lodging, hospitality and service of
a good standard.
3. In large transient hotels it is not practical to confirm in writing
every reservation, as guests come and go at short notice.
4. Very few airline and car rental central reservation systems
nowadays have been enhanced to include hotel information.
5. The receptionist shouldn’t point out to the guest the location of
the restaurants, lounges, public rooms and emergency exists.
6. If possible, either the hall porter or receptionist will escort the
guests to their room offering to carry any hand luggage and walking a
few steps ahead to open any doors.
7. If a guest wishes to change rooms the change of room must be
treated as a departure from one room and an arrival in another room.
8. As the arrival list is only made up from guests who have made
reservations in advance it will not show «chance» guests after the list
has been circulated.
9. The arrival of large groups of people at the same time will
always mean pressure on the reception staff, hall porters and other
departments.
10. Guests will be required to vacant their rooms by 10 a.m. noon,
at the latest, to enable the housekeeping staff to serve and clean rooms
for the next group.
11. If the hotel accepts too many block bookings that could never
result in the loss of other reservations from clients who may return to
the hotel on regular basis.
12. Very few hotels work on the principle of accepting a percentage
of more reservations than there is accommodation available.
13. If the hotel is completely full and they have overbooked then it
is not the responsibility of the hotel to find alternate accommodation
of the same standard at another hotel for the overflow.

XIII. Ask questions to elicit the information.

1. Some hotels follow the practice of confirming a reservation by

sending a standard letter or card, which acknowledges a deposit and
the type of accommodation reserved.
2. Some hotels telephone confirmation of a booking and will of
course acknowledge receipt of a deposit or a special request if the
time factor allows.

47
 3. Systems that combine airline, car rental and hotel central reser-
vation systems are known as global distribution systems.
4. If a chance guest with luggage can produce credit cards and
identification, no deposit is asked for.
5. It is now common practice in large hotels to issue guests on ar-
rival with identity booklets containing information on the facilities
available in the hotel.
6. The receptionist should point out to the guest the location of the
restaurants, lounges, public rooms and emergency exists.
7. Sometimes a guest wishes to change rooms and his or her arrival
has already been entered on the arrival list.
8. The head porter will have the responsibility of organizing
parking spaces for the coaches, seeing that the luggage is unloaded.
9. The billing office must ensure that all «extras» are charged to
the correct accounts and bills settled before luggage can be moved,
and finally that all room keys are collected.
10. It is the aim of any hotel to achieve the maximum room
occupancy and one must remember that a «sleeper» lost is a financial
loss that cannot be regained.
11. Different types of hotels are to be founded in every part of
Britain and the United States.
12. The room of five- and four-star hotels must offer ample
accommodation for resident and non-resident visitors.
13. If a person wants to stay in a three-star hotel he must know that
the rooms have a high standard of cleanliness and good service there.

XIV. Answer the questions. Begin your answers with:

Actually …; As far as I know … ; As far as I remem-

As a rule …; The matter is that ...; ber ...;
In any case ...; I suppose/believe …; As far as I am con-
As things are ...; That depends (on) …; cerned ...;
To tell the truth … ; I am declined to Frankly/strictly
think...; speaking …;
To make a long
story short ... .

1. What do we mean when we say that some hotels follow the prac-
tice of confirming a reservation by sending a standard letter or card?
2. Is it practical in large transient hotels to confirm in writing every
reservation? Why?
48
 3. What deposits are usually requested from overseas visitors
booking in advance?
4. In what case will the accommodation in many hotels be released
for reletting?
5. Why have many airline and car rental central reservation sys-
tems been enhanced to include hotel information?
6. Why do you think payment in advance is usually requested if a
guest has no luggage and if a chance guest with luggage can produce
credit cards and identification, no deposit is asked for?
7. Describe the procedure of receiving the guests. Who usually es-
corts the guests to the reception counter and then to the room?
8. What is it necessary to do if a guest wishes to change rooms and
his or her arrival has already been entered on the arrival list?
9. Will the arrival list show «chance» guests or a guest who
changes rooms after the list has been circulated? Why?
10. Will the arrival of large groups of people at the same time mean
pressure on the reception staff, hall porters and other departments? Why?
11. What happens if a group arrives in the morning before the
housekeeping department has had time to clean and service all the
rooms?
12. Describe the procedure of the departure. What does it require?
13. When are the guests required to vacant their rooms?
14. What is it advisable to have in the hotels if a group is not
leaving until afternoon?
15. Why do many hotels work on the principle of accepting a
percentage of more reservations than there is accommodation
available?
16. What is the responsibility of the hotel if the hotel is completely
full and they have overbooked?
17. What types of hotels are to be founded in every part of Britain
and the United States? Describe them.

XV. Translate into English and reproduce the dialogue.

B. Мені потрібен одномісний номер.

R. Ви зробили замовлення заздалегідь?
B. Так, моє прізвище Р. Я замовив одномісний номер телеграмою.
R. О, пане Р. Так, заповніть цей бланк. Ваш номер сорок третій.
B. Вікна цього номера виходять на вулицю? Я б краще хотів
кімнату з вікнамі на подвір’я.
R. Але вікна виходять на спокійну вулицю. Ми майже не маємо
вільних номерів, і це все, що ми можемо вам запропонувати.

49
B. Добре. Скільки я винен за цей номер щодобово?
R. 20 фунтів, з урахуванням сніданку. Дозвольте запитати Вас,
як довго ви збираєтесь пробути в нашому готелі?
B. Я пробуду тут майже тиждень.
R. Дуже добре. Будь ласка, повідомте нам про Ваш від’їзд за
день, а зараз хлопчик проведе Вас до Вашої кімнати і занесе
Ваш багаж.

XVI. Read, translate and learn the following dialogues, drama-

tize them in class.

R. Good afternoon. What can I do for you?

K. I’d like to have a single room with bath for the night.
R. Have you made reservations?
K. Yes, I called from New York. My name is Rodimov.
R. Ah, yes, sir. To be sure. Here you are, room 215. Second floor,
front.
K. What’s the price?
R. 48 dollars a day, sir. How long will you be staying here?
K. I expect I’ll check out at about noon the day after tomorrow.
Shall I pay in advance?
R. Yes, please. Transient guests are required to pay in advance. You
can pay at the cashier’s desk to your left. Will you please, check-in?
P Your baggage, please?
K. These two suitcases are mine.
P. This way, please.
K. What are those two phones on the night table?
P. The black one’s the city phone, and the white one is the house
(internal) phone.
K. Thank you.
P. Can I do anything else for you?
K. Thank you, that will be all.
P. Just push one of these buttons if you want anything or use the
house phоnе to summon them.

XVII. Make up situations using these words and word-

combinations.

a) confirm a reservation, acknowledge a deposit, it is not practical,

to come at short notice, a large transient hotel, book in advance;
b) resort hotel, business is seasonal, operate on the basis, late arri-
val, fail to arrive, include hotel information;

50
 c) chance visitor, previous reservation, credit card, identification,
ask for, payment in advance, welcome the guests;
d) complete the registration form, correctly completed, with
identity booklets, the hotel, for security reason.

PART II
HOTEL SEVICES

Progressive and enterprising caterers and hotel proprietors con-

stantly study and analyse in detail the current trends and developments
in the industry in order to provide a high standard of accommodation
and service at reasonable prices and to improve the efficiency of their
establishments. They are also aware of the need to make their estab-
lishments bright and cheerful with all modern conveniences and pre-
serve the spirit and traditions of the inns of older times.
The Hotel proprietors Act defines a hotel as an establishment of-
fering food and drink and sleeping accommodation if so required to
any traveller who appears able and willing to pay for services and fa-
cilities provided. Therefore, by common law a hotel must offer food
and accommodation to its guests, but it must also assume a liability
for the property of guests, conform to public health and safety regula-
tions and provide a high standard of cleanliness and sanitation. The
growth and international expansion of the hotel and catering industry
has been phenomenal during the past decade, ensuring a constant de-
mand for trained and skilled staff and providing ample opportunity for
those who are temperamentally suited to the industry.
In Britain alone over a million people are employed in hotels, mo-
tels, guesthouses and catering establishments. In America the tourist
industry grosses billions of dollars a year and in many other countries
tourism is the principal industry.
A chance customer will grade and judge a hotel as soon as he arrives
at the entrance. He may be attracted by the sign or impressed by the
menu and the wine list or by the lights, the polished glass, the tubs of
flowers and the cheerfulness and warmth of the staff. Given two hotels
with similar prices and location, what is it that will draw the credit
cards and chequebooks to one building rather than to another and keeps
them there? What persuades a customer to return year after year?
A customer wants to know that he is welcome, that the staff is
courteous, attentive when needed, smart and well dressed; he does not

51
want to feel overawed and out-of-place. The hotel should be warm
and clean with the decor and furnishings reminding him of his own
background whilst at the same time reflecting the characteristics of the
country in which he is in and everyone should be able to find their
way easily around the hotel without the embarrassment of asking
«where do I go for...»?
By its appearance a hotel indicates the type of customer and the
segment of the market in which it is interested. So, it is essential for
management to know what it is that makes a customer not come back
and not recommend the hotel to his friends. It is often quite a small
fault — a member of staff who has been too brusque, ashtrays left
unemptied and the smell of stale smoke, messy toilets, fingermarks on
the door-panels and dust in a corner. There is no complaint to the
management but the guest does not return. The first impression is con-
firmed as soon as the customer crosses the threshold into Reception.
The staff of a hotel includes executives — under the direct super-
vision of the General Manager — qualified and unqualified employ-
ees. In an American hotel the staff is considered at different levels:
entry-job level, skilled-job level, executive or managerial level.
The manager must be a thoroughly competent man; he is person-
ally responsible for the good working of the hotel. Hotel management
involves organization, policy-making, financial control, and a per-
sonal leadership of the staff. The manager is therefore called upon to
use intelligence and initiative in ever-changing circumstances and
these duties are combined with those of the perfect host. His person-
ality should set its stamp on every detail of the hotel.
As a rule, the head of each department is responsible to the man-
agement for his or her particular services. Senior departmental posts
include such positions as Assistant Manager, Head Controller, Food
and Beverage Manager, Chef de Cuisine. The prospects are generally
good and it is to be noted that most managerial and executive posi-
tions are equally open to women, with the same opportunities as are
offered to men. The heads of departments generally take on or dismiss
their own staff, with the manager’s approval.
The subordinates in each department should have clearly-outlined
duties, which they are expected to discharge to the best of their abili-
ties. With a view to quicker promotion, all people entering the trade
should attend a two- or three-year course in a hotel or catering school,
or in a hotel-training school. In Britain, a student having obtained the
National Diploma in Hotel Keeping and Catering would then take the
Advanced Post-Diploma Course in Hotel Management. After a period
of practical training, the student would be ready for his first appoint-

52
ment as Assistant Manager, with further possible mostly based upon
ability.
In the United States training is carried out by private fee-paying
schools, which promise their students a successful career and keep a
nation-wide Placement Service at their disposal. The accent is always
placed on opportunities, quick promotion and friendly co-operation
among the former school students. They also insist on the fact that the
Hotel and Motel industry is a booming business with plenty of op-
portunities for people of the right calibre.

Vocabulary notes

current trend сучасна тенденція

at reasonable prices за помірними цінами
with all modern conveniences з yciмa сучасними зручностями
preserve the spirit of older times
зберігaти дух і традиції старих
часів
assume a liability for брати відповідальність за
provide a high standard of забезпечувати високий рівень
ample opportunity достатні можливості
draw the credit cards приймати кредитні картки
be courteous бути привітним
feel overawed відчувати страх
cross the threshold into Recep- переступити пopiг адміністрації
tion
be personally responsible for бути особисто відповідальним за
subordinate підлеглий
carry out проводити

I. Underline all international words in the text. Give their

Ukrainian equivalents.

II. Read, translate and learn the meaning of the following words
and use them in sentences of your own.

boarding house a private house where you pay to sleep and eat.
caterer a person or company that is paid to provide and
serve food and drinks for large numbers of people at
parties, meetings, weddings, etc.

53
guest house a private house where people can pay to stay and
have meals.
hostel somewhere where people living away from home,
can stay and eat fairly cheaply.
inn a small pub or hotel, especially one in the country-
side, built in an old-fashioned style.
motel a hotel intending for people who are travelling by
car, which has space to park cars near the rooms.

III. Find in the text the following words and word combinations,
translate the sentences in which they are used and make up sen-
tences with them.

a high standard of accommodation and service; ample opportunity;

assume a liability for; at reasonable prices; be courteous; be person-
ally responsible for; carry out; cross the threshold into Reception; cur-
rent trend; draw the credit cards; feel overawed; preserve the spirit of
older times; provide a high standard of cleanliness; subordinate; with
all modern conveniences.

IV. Find English equivalents of the words and word combina-

tions given below and make up sentences with them.

брати відповідальність за; бути особисто відповідальним за;

бути привітним; відчувати страх; достатні можливості; з yciмa
сучасними зручностями; за помірними цінами; забезпечувати ви-
сокий рівень; зберігaти дух і традиції старих часів; переступити
пopiг адміністрації; підлеглий; приймати кредитні картки; прово-
дити; сучасна тенденція.

V. Complete the following sentences with the words and expres-

sions from the box, using them in the appropriate form.

a high standard of accommodation and service; ample opportu-

nity; assume a liability for; at reasonable prices; personally re-
sponsible for; carried out; courteous; crosses the threshold into
Reception; current trend; draw the credit cards; feel overawed; of
older times; preserve the spirit; provide a high standard of clean-
liness; subordinates; with all modern conveniences.

54
 1. A customer wants to know that he is welcome that the staff is
…, attentive when needed, smart and well-dressed; he does not want
to … and out-of-place.
2. In the United States training is … by private fee-paying schools,
which promise their students a successful career and keep a nation-
wide Placement Service at their disposal.
3. Progressive and enterprising caterers and hotel proprietors con-
stantly study and analyse in detail the … and developments in the in-
dustry in order to provide … … and to improve the efficiency of their
establishments.
4. The … in each department should have clearly-outlined du-
ties, which they are expected to discharge to the best of their abili-
ties.
5. The first impression is confirmed as soon as the customer … .
6. The growth and international expansion of the hotel and catering
industry has been phenomenal during the past decade, ensuring a con-
stant demand for trained and skilled staff and providing … for those
who are temperamentally suited to the industry.
7. The Manager must be a thoroughly competent man; he is … the
good working of the hotel.
8. Therefore, by common law a hotel must offer food and ac-
commodation to its guests, but it must also … the property of
guests, conform to public health and safety regulations and … and
sanitation.
9. They are also aware of the need to make their establishments
bright and cheerful … and … and traditions of the inns … .
10. What is it that will … and chequebooks to one building rather
than to another -and keeps them there?

VI. Learn the words given below and their synonyms, consult
dictionaries and try to explain the differences, if any.

customer, n. — client, patron, buyer, purchaser, shopper, con-

sumer.
guest, n. — visitor, caller, company, lodger, boarder.
hotel, n. — inn, motel, guest house, boarding house, pension, hostel.
proprietor, n. — owner, possessor, holder, landowner, freeholder,
master, mistress, landlord, landlady.
public, n. — population, people, community, society, populace,
commonalty, masses, clientele, customers, followers, supporters, fans,
admirers, audience.

55
 reception, n. — acceptance, admission, receipt, response, greeting,
welcome, entertainment, party, function.
standard, n. — model, pattern, example, type, gauge, measure,
criterion, yardstick, scale, rule, principle, norm, average.

VII. Match the verbs on the left in column A with their corre-
sponding definitions on the right in column C (a — l).

A B C

1) to assume means a) to cause someone or something to come towards.

2) to attract b) to fix or state the exact meaning.

3) to define c) to form or give an opinion about something after

thinking carefully about all the information you know
about them.

4) to employ d) to give paid work to someone.

5) to grade e) to judge or measure the things according to their

quality.

6) to improve f) to make someone decide to do something, espe-

cially by repeatedly asking them or telling them the
reason why they should do it.

7) to indicate g) to make something better.

8) to judge h) to make sure that someone gets what they need,

especially by giving it to them.

9) to offer i) to need something.

10) to persuade j) to provide something that people need or want.

11) to provide k) to show that a particular situation exists or that

something is likely to be true.

12) to require l) to take upon oneself or accept authority, responsi-

bility, etc.

56
 VIII. Match the words in column A with their synonyms in col-
umn B and antonyms in column C.

A B C A B C
Word Synonym Antonym Word Synonym Antonym
ample able abnormal high like muddy
attentive acknowledged different messy old neat
bright alert dispensable normal polite obsolete
brusque bright fresh public rude polite
competent clear impolite reasonable sufficient scanty
courteous elevated inattentive similar untidy secret
current equitable incompetent smart up-to-date slow
essential important low stale usual unreasonable

IX. Fill in prepositions, where necessary.

1. … a period … practical training, the student would be ready …

his first appointment as Assistant Manager, … further possible mostly
based … ability.
2. … a view … quicker promotion, all people entering the trade
should attend a two- or three-year course … a hotel or catering school,
or … a hotel-training school.
3. … Britain alone … a million people are employed … hotels,
motels, guesthouses and catering establishments.
4. … common law a hotel must offer food and accommodation …
its guests, but it must also assume a liability … the property … guests,
conform … public health and safety regulations and provide a high
standard … cleanliness and sanitation.
5. … its appearance a hotel indicates the type … customer and the
segment … the market, which it is interested.
6. … the United States training is carried … … private fee-paying
schools, which promise their students a successful career and keep a
nation-wide Placement Service … their disposal.
7. It is essential … management to know what it is that makes a
customer not come … and not recommend the hotel … his friends.
8. Progressive and enterprising caterers and hotel proprietors con-
stantly study and analyse … detail the current trends and develop-
ments … the industry … order to provide a high standard … accom-
modation and service … reasonable prices and to improve the
efficiency … their establishments.
57
 9. The heads … departments generally take … or dismiss their
own staff, … the manager’s approval.
10. The hotel should be warm and clean … the decor and furnish-
ings reminding him … his own background whilst … the same time
reflecting the characteristics … the country … which he is … and eve-
ryone should be able to find their way easily … the hotel … the em-
barrassment … asking «where do I go …?»
11. The manager is personally responsible … the good working …
the hotel.
12. The subordinates … each department should have clearly-
outlined duties, which they are expected to discharge … the best …
their abilities.
13. They also insist … the fact that the Hotel and Motel industry is a
booming business … plenty … opportunities … people … the right
calibre.

X. Fill in articles where necessary.

1. … accent is always placed on … opportunities, quick promotion

and friendly co-operation among … former school students.
2. … chance customer will grade and judge … hotel as soon as he
arrives at … entrance.
3. … customer wants to know that he is welcome that … staff are
courteous, attentive when needed, smart and well-dressed.
4. … first impression is confirmed as soon as … customer crosses
… threshold into Reception.
5. … growth and international expansion of … hotel and catering
industry has been phenomenal during … past decade, ensuring …
constant demand for … trained and skilled staff.
6. … head of each department is responsible to … management for
his or her particular services.
7. … hotel proprietors Act defines … hotel as … establishment of-
fering food and drink and sleeping accommodation if so required to
any traveller who appear able and willing to pay for … services and
facilities provided.
8. … manager is therefore called upon to use … intelligence and
initiative in … ever-changing circumstances and these duties are
combined with those of … perfect host.
9. … progressive and enterprising caterers and hotel proprietors
are aware of … need to make their establishments bright and cheerful
with all … modern conveniences.

58
 10. … prospects are generally good and it is to be noted that …
most managerial and executive positions are equally open to women,
with … same opportunities as are offered to men.
11. He may be attracted by … sign or impressed by … menu and
… wine list or by … lights, … polished glass, … tubs of flowers and
… cheerfulness and warmth of … staff.
12. In … America … tourist industry grosses … billions of …
dollars … year and in many other countries … tourism is … principal
industry.
13. There is no complaint to … management but … guest does not
return.

XI. Agree or disagree with the statements. Give your reason. The
following phrases may be helpful:

As I see it …; (Not) quite so …; As a matter of fact ...;

In addition …; I don’t think so …; Generally speaking ...;
To my mind ...; The thing is that ...; I can’t agree with you
That depends ...; On the contrary …; …;
Furthermore …; Putting it mildly ...; I fully agree with you …;
In my opinion …; Strictly speaking ...; I’m of the same opin-
To tell the truth ...; ion …;
I should say it’s only
partly true … .

1. Progressive and enterprising caterers and hotel proprietors never

study and analyse in detail the current trends and developments in the
industry.
2. They are aware of the need to make their establishments bright
and cheerful with all modern conveniences.
3. By common law a hotel must offer food and accommodation to
its guests, but it must also assume a liability for the property of guests,
conform to public health and safety regulations and provide a high
standard of cleanliness and sanitation.
4. The growth and international expansion of the hotel and catering
industry has been phenomenal during the past decade.
5. A chance customer will never grade and judge a hotel as soon as
he arrives at the entrance.
6. The hotel should be warm and clean with the decor and fur-
nishings reminding a customer of his own background.

59
 7. It is not essential for management to know what it is that makes
a customer not come back and not recommend the hotel to his friends.
8. The first impression is confirmed as soon as the customer
crosses the threshold into Reception.
9. The Manager must be a thoroughly competent man; he is per-
sonally responsible for the good working of the hotel.
10. The manager’s personality should set its stamp on every detail
of the hotel.
11. The prospects are not good and it is to be noted that most mana-
gerial and executive positions are not equally open to women, with the
same opportunities as are offered to men.
12. The subordinates in each department never have clearly-outlined
duties.
13. With a view to quicker promotion, all people entering the trade
should attend a two- or three-year course in a hotel or catering school,
or in a hotel-training school.
14. In the United States training is carried out by state fee-paying
schools.

XII. Ask questions to elicit the information.

1. The Hotel proprietors Act defines a hotel as an establishment of-

fering food and drink and sleeping accommodation if so required to
any traveller who appears able and willing to pay for services and fa-
cilities provided.
2. The growth and international expansion of the hotel and catering
industry has been phenomenal during the past decade, ensuring a con-
stant demand for trained and skilled staff and providing ample oppor-
tunity for those who are temperamentally suited to the industry.
3. In Britain alone over a million people are employed in hotels,
motels, guesthouses and catering establishments.
4. A chance customer may be attracted by the sign or impressed by
the menu and the wine list or by the lights, the polished glass, the tubs
of flowers and the cheerfulness and warmth of the staff.
5. A customer wants to know that he is welcome that the staff is
courteous, attentive when needed, smart and well dressed.
6. By its appearance a hotel indicates the type of customer and the
segment of the market in which it is interested.
7. The staff of a hotel includes executives, qualified and unquali-
fied employees.
8. In an American hotel the staff is considered at different levels:
entry-job level, skilled-job level, executive or managerial level.

60
 9. Hotel management involves organization, policy-making, finan-
cial control, and a personal leadership of the staff.
10. The head of each department is responsible to the management
for his or her particular services.
11. Senior departmental posts include such positions as Assistant
Manager, Head Controller, Food and Beverage Manager, Chef de
Cuisine.
12. The heads of departments generally take on or dismiss their own
staff, with the manager’s approval.
13. After a period of practical training, the student would be ready
for his first appointment as Assistant Manager.
14. The accent is always placed on opportunities, quick promotion
and friendly co-operation among the former school students.

XIII. Answer the questions. Begin your answers with:

Actually …; As far as I know … ; As far as I remem-

As a rule …; The matter is that ...; ber ...;
In any case ...; I suppose/believe …; As far as I am con-
As things are ...; That depends (on) …; cerned ...;
To tell the truth … ; I am declined to Frankly/strictly
think...; speaking …;
To make a long story
short ... .

1. What do progressive and enterprising caterers and hotel pro-

prietors constantly study and analyse and why?
2. Do you agree that it is necessary to preserve the spirit and tradi-
tions of the inns of older times? Why?
3. What must a hotel offer to its guests?
4. How many people are employed in hotels, motels, guesthouses
and catering establishments in Britain?
5. When will a chance customer grade and judge a hotel? What is
it that attracts him and persuades him to return to the same hotel year
after year?
6. Why is it essential for management to know, what makes a cus-
tomer not come back and not recommend the hotel to his friends?
7. Do you agree that the first impression is confirmed as soon as
the customer crosses the threshold into Reception.
8. What is the manager personally responsible for? What does ho-
tel management involve?
61
 9. What positions do senior departmental posts include? Are most
managerial and executive positions equally open to women, with the
same opportunities as are offered to men?
10. Should the subordinates in each department have clearly-outlined
duties, which they are expected to discharge to the best of their abilities?
11. What do all people entering the trade should attend with a view
to quicker promotion?
12. What course in Hotel Management would a British student having
obtained the National Diploma in Hotel Keeping and Catering take?
13. What do private fee-paying schools in the United States promise
their students?
14. Is the accent always placed on opportunities, quick promotion
and friendly co-operation among the former school students?

XIV. Translate into English.

1. У Великобританії і США існує кілька категорій готелів.

2. Готелі класу «люкс» — найдорожчі.
3. Готелі першого класу поділяються на готелі, проживання в
яких коштує дорого, і готелі, проживання в яких трохи дешевше.
4. Є також так звана категорія готелів за помірними цінами, де
номери, як правило, з ванною або душем, але є номери тільки з
гарячою і холодною водою, у яких немає ванни або душу. Такі
номери найдешевші.
5. У дешевих готелях надається мінімум послуг.
6. Номер можна замовити по телефону або факсу. Бажано
зробити це заздалегідь, до прибуття в місто (країну), особливо
під час туристського сезону.
7. Коли ваша машина зупиниться біля входу в готель, швейцар
допоможе вам внести речі.
8. У вестибюлі ви підійдете до реєстратора.
9. Реєстратор відає розподілом кімнат і попросить вас
заповнити бланк.
10. Він запише ваше ім’я, громадянство і постійну адресу в
журнал.
11. Коли всі формальності будуть закінчені, вас відведуть до
вашого номеру.
12. У готелі вам можуть надати низку послуг.
13. Вам можуть відпрасувати костюм або сорочку, випрати
білизну, почистити речі в хімчистці.
14. Вам потрібно тільки викликати по телефону покоївку, і вона
подбає про це.

62
 15. Вам можуть також замовити квитки до театру і пореко-
мендувати, які славнозвісні пам’ятки варто подивитися.
16. Рахунок звичайно оплачується щотижня.
17. Якщо ви збираєтеся виїхати з готелю, вам належить
сповістити про це реєстратора, вам підготують рахунок. Чим
раніше ви зробите це, тим краще.
18. Розрахунковий час, як правило,– 12-а година дня.
19. Якщо до цього часу Ви не звільняєте номер, то береться
плата ще за одну добу.
20. Як правило, до рахунку включається вартість обслуго-
вування, тому чайові платити не потрібно.
21. Однак існують готелі, де вартість обслуговування до
рахунку не входить.
22. Тому при реєстрації краще уточнювати це, спитавши, чи
включається вартість обслуговування до рахунку.
23. Проте якщо навіть вартість обслуговування включена до
рахунку, за деякі послуги (віднести валізу до таксі та ін.) дають
чайові.
24. Якщо Вам сподобалося обслуговування в номері, то Ви
можете залишити для персоналу, який вас обслуговував,
винагороду в розмірі приблизно 5 % від суми рахунку.
25. Про те, кому, коли і скільки платити, можна поцікавитися
в адміністратора або в когось із персоналу готелю, пояснивши це
тим, що Ви іноземець.

XV. Complete the open dialogue.

A. …
B. Hotels offer a variety of services to their guests.
A. …
B. The most traditional are laundry service and valet service, al-
though some hotels run them on the do-it-yourself basis.
A. …
B. A big hotel will also have a restaurant, a gift shop selling a vari-
ety of souvenirs, and a drugstore providing the guests with medi-
cine and cosmetics.
A. …
B. At a luxury hotel one can often find a barbershop and a beauty
salon.
A. …
B. The guests might also need the services of a car rental agency, to
be able to rent a car through the hotel.

63
A. …
B. Many hotels provide a free morning paper and free drinks in the
afternoon.
A. …
B. Local phone calls are usually free, long distance calls are added
to the room bills, and are 2 to 3 times more expensive than from
a pay phone down in the lobby.
A. …
B. You can also order various services from the front desk by dial-
ing «0».
A. …
B. A number of hotel staff relies on tips to raise their wages.
A. …
B. The bellman expects up to $1 per bag for taking your baggage to
your room.
A. …
B. The hotel doorman gets at least 50 cents if he summons a taxi.
A. …
B. Chambermaids usually receive a few dollars if you stay at a hotel
for several days, or else you may leave a dollar note under an
ashtray as you leave the room every morning.
A. …
B. In restaurants and nightclubs you are expected to tip 15 to 20
percent of the bill.
A. …
B. No tipping is required for elevator operators or hotel desk clerks.
A. …
B. Tipping allows you to reward good service.
A. …
B. On the other hand, if the service has been particularly bad no tip
need be left.
A. …
B. It is a good idea to consider all these expenses when you are an-
ticipating the cost of your sty at a hotel.

XVI. Make up situations using these words and word combina-

tions.

a) carry travellers all over the world, require food, lodging and
hospitality, hotel proprietors, a high standard of accommodation, at
reasonable prices;

64
 b) the Hotel proprietor Act, traveller, assume a liability, conform to
public health, provide a high, standard of cleanliness and sanitation;
c) a chance customer, the tubs of flowers, draw the credit cards and
chequebooks, the staff are courteous, feel over-awed and out-of-place.
XVII. Role play
Make up dialogues following the situations suggested below.
Work in pairs.

Situation 1

A guest goes through all the check-in formalities at a hotel.

Clerk. Greets the guests. Confirms reservations. Asks for details (du-
ration of stay, form of payment, etc). Gives explanations. Asks to fill out
the arrival card. Promises full cooperation, gives the key to the room.
Customer. Introduces himself. Asks to confirm his reservation.
Supplies required information. Makes inquires about the rate, meal-
times, services, etc. Expresses satisfaction/dissatisfaction with some
details. Decides to check in. Indicates his wishes for the next day. Ex-
presses gratitude.

Situation 2

A new arrival cannot get accommodation at a hotel.

Clerk. Answers the greeting. Offers his help. Expresses his disap-
pointment. Asks for advice. Expresses gratitude and disappointment
again. Takes leave.
Customer. Greets the desk clerk. Expresses his wish. Denies assis-
tance. Gives reasons. Offers his apologies. Expresses regret. Gives advice.

Situation 3

Make arrangements with your foreign colleague to take

him/her to an exhibition.
A. Expresses his/her wish. Specifies the time of the meeting. Ex-
presses agreement. Specifies the place of the meeting. Confirms
agreement.
B. Welcomes the idea. Suggests another time. Gives reasons. Ex-
presses agreement.
65
 Unit

PART І
CUSTOMS.
OBTAINING AN ENTRY VISA

Nowadays travelling abroad is very popular. But before travelling

you must obtain an entry visa at the embassy of the country you are
eager to travel to. So, in order to travel to the USA you need an
American visa. An application form for an ordinary tourist visa can be
obtained from a travel agent. Instructions for filling it out are given
with each form, as is the address to which the completed form should
be sent. Note that you need a form for each person, including children.
Once you have completed the form, you or your travel agent can
often do it quicker—will then have to send it to the United States Em-
bassy, together with your passport, a passport-sized photograph, a
stamped addressed envelope, and «evidence» that you intend to return
to your native land. A note explaining, that you have a
job/house/family/dog to come back to, will usually do.
It may take up to four weeks to get the visa, though sometimes it
can be much quicker or slower than that. If you are in a hurry, it is
possible to go to the United States Embassy and line up. This process
is tedious and may take hours, but it is quicker than four weeks.
A tourist visa is normally valid indefinitely. This is true that even
after your passport has expired, you can gain admittance to the USA
by taking both your new, valid passport and the expired one contain-
ing the visa.
If you are going to the USA to work or study, your American em-
ployer or university will normally send you the necessary forms and
tell you what to do.
Most people, tourists and business travellers alike will encounter
little red tape in being admitted to England. Citizens of countries in
the EU (European Union) need only proof of nationality, while citi-
zens of most other countries need only a valid passport. A recent

66
change is that citizens of India, Bangladesh, Ghana, and Nigeria must
get a visa before coming to Britain. Most tourists are automatically
granted a six-month stay.
If you want to stay in England for a longer period (to study or
work, for example), you need a visa and have to show that you have
enough money to support yourself during that time. Work permits for
most jobs are difficult to get: you need to have professional qualifica-
tions or a high degree of skill or experience and must prove that no
one in Britain or the EU can fill the position. You do not need a work
permit, however, if you can prove that one of your grandparents or
parents was born in Britain. Note that a student visa or work permit
does not give you the right to residency after your course or job is
finished. Long-stay visa holders must be registered with the local po-
lice on arrival (except for some Commonwealth citizens).

Vocabulary notes

visa віза
application заява, прохання
form бланк
obtain одержувати
fill in/out заповнювати
quick швидкий
evidence свідчення, доказ
intend мати намір
native land батьківщина
be in a hurry поспішати
line up = queue up стояти в черзі
tedious нудний, стомливий
valid діючий, дійсний
indefinitely невизначено
expire закінчуватися (про строк)
gain одержувати
admittance тут. дозвіл
encounter зненацька зустрічатися з
admit тут. впускати
proof доказ
recent недавній
grant тут. дозволяти
support підтримувати

67
job посада
professional професійний
qualification кваліфікація
degree ступінь, звання
skill майстерність
experience досвід
position посада
register реєструвати

I. Underline all international words in the text. Give their

Ukrainian equivalents.

II. Read, translate and learn the meaning of the following words
and use them in sentences of your own.

application a formal, usually written, request for something such as

a job, place at university, visa, or permission to do
something.
citizen someone who lives in a particular town, country, or state
and has rights and responsibilities there.
embassy a group of government officials, headed by an ambassa-
dor, who work in a foreign country and represent their
government in that country.
European a particular group of countries that have joined together
Union to form an economic community with common mone-
tary, political, and social aspirations.
form an official document with spaces where you have to an-
swer questions and provide information.
nationality the legal right of belonging to a particular country.
passport an official document given by a government to a citi-
zen containing his or her name, photograph, and per-
sonal details, which proves who that person is and al-
lows him/her to leave the country and enter other
countries.
photograph a picture that is made using a camera containing film,
which changes when light falls on it and which is then
printed on special paper.
position a job or post init, usually involving professional, mana-
gerial, or clerical work, not manual work.
red tape unnecessary official rules that delay the action.

68
the Com- an organization of about 50 countries that were once
monwealth part of the British Empire and which are now connected
politically and economically.
travel an office or company that arranges travel and holidays
agency for people.
travel someone who owns or works in a travel agency.
agent
visa an official mark put in your passport by the embassy or
a consulate of a foreign country you want to visit, that
gives you permission to enter, pass through, or leave
that country.

III. Look through the word combinations with the words «Visa»
and passport, find their Ukrainian equivalents and make up sen-
tences with them.

a visa can be: entry, exit, export, import, long-stay, multiple, sin-
gle, student, temporary, tourist, transit, work.
a passport can be false, foreign, regular, service, valid.

IV. Find in the text the following words and word combinations,
translate the sentences in which they are used and make up sen-
tences with them.

admit; admittance; application; be in a hurry; complete; degree;

encounter; evidence; experience; expire; filling out; form; gain; grant;
indefinitely; intend; job; line up; native land; obtain; permit; position;
professional; proof; qualification; quick; recent; register; residency;
skill; support; tedious; tourists; valid; visa.

V. Find English equivalents of the words and word combinations

given below and make up sentences with them.

Батьківщина; бланк; віза; впускати; діючий; дозвіл; дозволяти;

доказ; доказ; досвід; заповнювати анкету; заява; звання; зненаць-
ка зустрічатися з; кваліфікація; майстерність; мати намір; неви-
значено; недавній; нудний; одержувати; підтримувати; посада;
поспішати; професійний; прохання; реєструвати; свідчення, стоя-
ти в черзі; ступінь, швидкий.

69
 VI. Complete the following sentences with the words and expres-
sions from the box, using them in the appropriate form.

admitted; application form; completed; encounter; experience;

filling it out; granted; high degree of skill; in a hurry; jobs; line
up; long-stay visa holders; obtain an entry visa; obtained; per-
mits; position; professional qualifications; proof; quicker; recent;
red tape; registered; residency; support; tedious; travel agent;
valid indefinitely; valid passport; work permit.

1. A … change is that citizens of India, Bangladesh, Ghana, and

Nigeria must get a visa before coming to Britain.
2. A student visa or … does not give you the right to … after your
course or job is finished.
3. A tourist visa is normally … .
4. An … for an ordinary tourist visa can be … from a travel agent,
at least in Britain.
5. But before travelling you must … at the embassy of the country
you are eager to travel to.
6. Citizens of countries in the EU need only … of nationality,
while citizens of most other countries need only a … .
7. If you are …, it is possible in Britain to go to the United States
Embassy and … .
8. If you want to stay in England for a longer period, you need a
visa and have to show that you have enough money to … yourself
during that time.
9. Instructions for … are given with each form.
10. … must be … with the local police on arrival.
11. Most people, tourists and business travellers alike, will … little
… in being … to England.
12. Most tourists are automatically … a six-month stay.
13. Once you have … the form, you or your … can often do it … .
14. The process of obtaining a visa is … .
15. Work … for most … are difficult to get: you need to have … or a
… or … and must prove that no one in Britain or the EU can fill the … .
VII. Learn the words given below and their synonyms, consult
dictionaries and try to explain the differences, if any.
abroad, n. — overseas, in foreign parts, out of the country.
application, n. — request, petition, appeal, suit, claim, demand, in-
quiry.
70
 degree, n. — grade, rank, class, order, standing, status, station, po-
sition.
evidence, n. — proof, verification, confirmation, documentation,
testimony.
form, n. — document, paper, blank.
job, n. — work, employment, position, post, occupation, profes-
sion, business.
register, v. — record, write down, inscribe, note, list, catalogue,
chronicle, minute.
travel, n. — journey, voyage, tour, trip, excursion, expedition.

VIII. Match the word combinations on the left in column A with

their corresponding definitions on the right in column C (a — l).

A B C

1. to come on a visa means a) not to give someone something that they

2. to confirm a visa
3. to expire
4. to get the visa
5. to issue a visa/a
passport
6. to prolong a visa
7. to refuse a visa
8. to renew a passport
9. to retain a passport
10. to revoke a pass-
port
11. to show the pass-
port
12. to submit an appli-
cation for a visa
want.
b) that the period of time during which it can
be used ends.
c) that you give it to them in order that they
can see and examine it.
d) that you send it to them so that they can de-
cide whether to accept it or not.
e) the act of officially giving it to people.
f) to arrive on a visa.
g) to cancel it so that it is no longer legal.
h) to extend the period of time for which it
remains valid.
i) to keep it or continue to have it.
j) to make it last longer.
k) to obtain the visa.
l) to show that it is definitely true.

71
 IX. Match the words in column A with their synonyms in column
B and antonyms in column C.

A B C A B C
Word Synonym Antonym Word Synonym Antonym
admit allow allow native inactive incomplete
admittance boring avoid obtain inhabitant ineptitude
begin contemporary begin permit meet inexperience
complete entrance boring proof official interesting
deny evidence conjecture quick practice invalid
encounter fascinating end recent proficiency lose
entry fast exclude resident promote native
experience finish exclusion skill receive old
expire gain exit slow reception oppose
foreigner householder forbid support refuse prompt
interesting ill foreigner tedious start slow
invalid immigrant hale valid total visitor

X. Fill in prepositions, where necessary.

1. … travelling abroad you must obtain an entry visa … the em-

bassy … the country you are eager to travel … .
2. A recent change is that citizens … India, Bangladesh, Ghana,
and Nigeria must get a visa … coming … Britain.
3. A student visa or work permit does not give you the right …
residency … your course or job is finished.
4. An application form … an ordinary tourist visa can be obtained
… a travel agent, … least … Britain.
5. Citizens … countries … the EU need only proof … nationality,
while citizens … most other countries need only a valid passport.
6. If you are … a hurry, it is possible … Britain to go … the
United States Embassy and line … .
7. If you want to stay … England … a longer period, you need a
visa and have to show that you have enough money to support your-
self … that time.
8. Instructions … filling it … are given … each form, as is the ad-
dress …, which the completed form should be sent.
72
 9. Long-stay visa holders must be registered … the local police …
arrival except … some Commonwealth citizens.
10. Most people, tourists and business travellers alike, will encoun-
ter little red tape … being admitted … England.
11. You do not need a work permit, however, if you can prove that
one … your grandparents or parents was born … Britain.

XI. Fill in articles where necessary.

1. … application form for … ordinary tourist visa can be obtained

from … travel agent, at least in … Britain.
2. … citizens of … countries in … European Union need only …
proof of … nationality, while … citizens of most other countries need
only … valid passport.
3. … instructions for filling out … application form are given with
each form, as is … address to which … completed form should be
sent.
4. … long-stay visa holders must be registered with … local police
on … arrival except for some Commonwealth citizens.
5. … recent change is that … citizens of … India, … Bangladesh, …
Ghana, and … Nigeria must get … visa before coming to … Britain.
6. … student visa or … work permit does not give you … right to
… residency after your course or … job is finished.
7. … work permits for most jobs are difficult to get: you need to
have … professional qualifications or … high degree of … skill or …
experience and must prove that no one in … Britain or … EU can fill
… position.
8. If you are going to … USA to work or study, your American
employer or … university will normally send you … necessary forms
and tell you what to do.
9. If you are in … hurry, it is possible in … Britain to go to …
United States Embassy and line up.
10. If you want to stay in … England for … longer period, you need
… visa and have to show that you have enough money to support
yourself during that time.
11. It may take up to four weeks to get … visa, though sometimes it
can be much quicker or slower than that.
12. Most people, … tourists and business travellers alike, will en-
counter … little red tape in being admitted to … England.
13. Nowadays … travelling abroad is very popular, but before …
travelling you must obtain … entry visa at … embassy of … country
you are eager to travel to.

73
 14. This is true that even after your passport has expired, you can
then gain … admittance to … USA by taking both your new, valid
passport and … expired one containing … visa.
15. You do not need … work permit if you can prove that one of
your grandparents or parents was born in … Britain.

XII. Agree or disagree with the statements. Give your reason.

The following phrases may be helpful:

As I see it …; (Not) quite so …; As a matter of fact ...;

In addition …; I don’t think so …; Generally speaking ...;
To my mind ...; The thing is that ...; I can’t agree with you …;
That depends ...; On the contrary …; I fully agree with you …;
Furthermore …; Putting it mildly ...; I’m of the same opin-
In my opinion …; Strictly speaking ...; ion …;
To tell the truth ...; I should say it’s only
partly true …

1. Nowadays travelling abroad is very popular but before travelling

you must obtain an entry visa at the embassy of the country you are
eager to travel to.
2. In order to travel to the USA you do not need an American
visa.
3. It may take up to four weeks to get the visa, though sometimes it
can be much quicker or slower than that.
4. If you are in a hurry, it is impossible in Britain to go to the
United States Embassy and line up.
5. A tourist visa is normally valid indefinitely.
6. Most people, tourists and business travellers alike, will never
encounter little red tape in being admitted to England.
7. Citizens of countries in the European Union need only proof of
nationality, while citizens of most other countries need only a valid
passport.
8. A recent change is that citizens of India, Bangladesh, Ghana,
and Nigeria must get a visa before coming to Britain.
9. Most tourists are automatically granted a nine-month stay.
10. Work permits for most jobs are difficult to get and you need
to have professional qualifications or a high degree of skill or ex-
perience and must prove that no one in Britain or the EU can fill
the position.

74
 11. You do not need a work permit, if you can prove that one of
your grandparents or parents was born in Britain.
12. A student visa or work permit does not give you the right to
residency after your course or job is finished.
13. Long-stay visa holders must not be registered with the local
police on arrival.

XIII. Ask questions to elicit the information.

1. An application form for an ordinary tourist visa can be obtained

from a travel agent, at least in Britain.
2. Instructions for filling out an application form are given with
each form, as is the address to which the completed form should be
sent.
3. Once you have completed the form, you have to send it to the
United States Embassy, together with your passport, a passport-sized
photograph, a stamped addressed envelope, and «evidence» that you
intend to return to your native land.
4. This is true that even after your passport has expired, you can
then gain admittance to the USA by taking both your new, valid pass-
port and the expired one containing the visa.
5. If you are going to the USA to work or study, your American
employer or university will normally send you the necessary forms
and tell you what to do.
6. Most people, tourists and business travellers alike, will encoun-
ter little red tape in being admitted to England.
7. Citizens of most countries do not need visas while travelling to
Britain, they need only a valid passport.
8. If you want to stay in England for a longer period, you need a
visa and have to show that you have enough money to support your-
self during that time.
9. Work permits for most jobs are difficult to get: you need to
have professional qualifications or a high degree of skill or experi-
ence and must prove that no one in Britain or the EU can fill the
position.
10. You do not need a work permit, however, if you can prove that
one of your grandparents or parents was born in Britain.
11. A student visa or work permit does not give you the right to
residency after your course or job is finished.
12. Long-stay visa holders must be registered with the local police
on arrival except for some Commonwealth citizens.

75
 XIV. Answer the questions. Begin your answers with:

Actually …; As far as I know … ; As far as I remem-

As a rule …; The matter is that ...; ber ...;
In any case ...; I suppose/believe …; As far as I am con-
As things are ...; That depends (on) …; cerned ...;
To tell the truth … ; I am declined to Frankly/strictly spea-
think...; king …;
To make a long story
short ... .

1. What must you obtain before travelling abroad?

2. What kinds of visas do you know? What is the difference be-
tween them?
3. What organizations can help you in obtaining a visa?
4. What documents are sent to the Embassy by your travel agent?
5. What period of time may it take you to get the visa? Why?
6. What can you do if you are in a hurry? Will it help you?
7. What do citizens of countries in the European Union need so as
to be admitted to England? Will it do for citizens of most other coun-
tries? Why?
8. What period of stay in Britain are most tourists automatically
granted?
9. What do you need so as to stay in England for a longer period of
time?
10. What do you need to have to get work permits?
11. Where must long-stay visa holders be registered? Are there any
exceptions?
12. What new information about getting a visa have you obtained
from the text? How different is it from your own experience?

XV. Translate into English.

1. Сьогодні в Англії існує ряд приватних шкіл, у яких вивча-

ється англійська мова. Але щоб потрапити туди, недостатньо ли-
ше приготувати певну суму грошей.
2. Насамперед необхідно потурбуватися про одержання закор-
донного паспорта і в’їзної візи до Англії.
3. Одержавши запрошення з приватної школи, яку ви вибрали,
ви повинні піти у візовий відділ Британського посольства.

76
 4. Для того, щоб не витрачати даремно час, бажано, щоб ви за-
здалегідь взяли спеціальний бланк для одержання візи, який по-
трібно заповнити дуже розбірливо.
5. Заповнивши цей бланк, приготувавши закордонний пас-
порт, дві фотокартки, довідки, які підтверджують, що ви навчає-
тесь чи працюєте, довідку про доходи вашої родини, (чим біль-
ший дохід, тим краще), ви можете піти в посольство.
6. Як правило, йти туди потрібно дуже рано, оскільки там
завжди дуже багато бажаючих потрапити до візового відділу.
7. Після одержання консультації, чи є у вас всі потрібні доку-
менти для одержання візи, ви платите 360 гривень до каси посо-
льства, одержуєте квитанцію і чекаєте, коли Вам призначать дату
інтерв’ю або повідомлять, коли приходити за паспортом з візою.
8. Візовий офіцер призначає вам інтерв’ю приблизно через два
тижні або через місяць після подання документів.
9. Вам дуже пощастить, якщо вдасться одержати візу.
10. За умови одержання візи, вам слід подумати, яким видом
транспорту краще їхати до Англії. Звичайно, найкраще летіти лі-
таком.
11. Три години польоту після приємної розмови з митником у
Бориспільському авіапорту, і ви можете готуватися до зустрічі з
офіцером іміграційної служби Британії.
12. Якщо у Вас немає достатньої суми грошей для того, щоб
летіти до Англії, ви можете поїхати туди автобусом.
13. Але для цього, крім покупки квитка туди і назад, що набага-
то дешевше, ніж купувати квиток в один кінець, вам необхідно
оформити транзитну візу, тому що ви будете проїжджати через
територію Польщі, Німеччини, Голландії, Бельгії та Франції. Со-
рок годин подорожі — і ви в Англії.

XVI. Read, learn and dramatize the following dialogue, render it

into indirect speech.

B. Excuse me, I have an appointment with Mr. James Peters at three

o’clock.
G. Your name, please?
B. I’m Dr. Brown of the Academy of Sciences.
G. That’s right, Dr. Brown. Mr. Peters is expecting you. Would you
mind leaving your bag here? Mr. Peters will be right now.
B. Sure, thanks.
P. Ah, Dr. Brown? I’m James Peters.
B. How do you do. Nice to meet you.

77
P. How do you do. Did you have any problems finding us?
B. Not really. In fact, I’ve been here before.
P. Oh, I see. Now, why don’t we go up to my office? It’s right over
there.
B. Certainly.
P. Please take a seat. What can I do for you, Dr. Brown?
B. Oh, you’re very kind. I’ve come to apply for a visa to the United
States. I’ve received an invitation to work at Stanford University
for a semester under an exchange agreement. They are expecting
me in late August.
P. I guess you have your passport ready, don’t you?
B. Both the passport and the photographs.
P. Then you’ll just have to fill out the visa application form.
B. No problem.
P. Well, that’s about it, I guess. Now, if there’s anything else I
could do ...
B. Oh, I’m sure I’ve kept you long enough. You have been most
helpful. I’ll send you the papers early next week. And I really do
appreciate your help, Mr. Peters.
P. That’s OK. Please don’t hesitate to call me if you have any
questions.
B. Thanks. It was good to meet you.
P. It was good to meet you too. Bye!
B. Good-bye.

XVII. A. Discuss with your fellow students what documents one

needs (or doesn’t need) to get an American visa. Begin with: To get
an American visa, I need/don’t need (one needs/doesn’t need)...

... a valid passport, an invitation, a birth certificate, a health insur-

ance, a passport-sized photograph, a stamped addressed envelope, a
driver’s license, a political statement, a health certificate, a reference
letter from a colleague, the schedule of the visit, etc.

B. To what places in your country it is necessary to go in order to

obtain permission to travel abroad. Begin with: To obtain permission
to travel abroad it’s (it isn’t) necessary to go to...

... a police station, a consulate, a travel agency, a doctor, a lawyer,

the Ministry of Foreign Affairs, an Embassy, etc.

78
 C. What one has to do in order to receive an entrance visa Begin
with: To receive an entrance visa I have to/don’t have to (or: one has
to/doesn’t have to)...

... apply for a visa, visit the Ambassador, fill out the application
form, have lunch with the Consul, obtain an invitation from the for-
eign employer, receive a new passport, pay the duties, etc.

XVIII. A. Getting a visa takes a long time and includes many

stages. How long does it take you to do the things listed below? Be-
gin each sentence with: It takes... weeks/days /hours/minutes to....

get an application form; receive an invitation; obtain a new pass-

port; fill out the forms; to get a health certificate; get to the Consu-
late/Embassy; have the photographs; stamp the visa.

B. Give the timing of your previous experience of going abroad.

Begin each sentence with: It took me… days/ hours to...

reserve the ticket; get a visa; pack the luggage; buy the souvenirs; etc.

C. Your friends are going abroad. Explain what they have to do

in order to get there and how long it will take them to complete each
stage of getting there. Begin each sentence with: In order to... it is
necessary to/you have to..., It will take you... minutes/hours.

receive an invitation; get to the Consulate/Embassy; get an appli-

cation form; fill out the forms; get a visa; etc.

XIX. Using the words and patterns you have studied, discuss the
following points:

1. ways of getting American and British visas;

2. the peculiarities of obtaining a visa for foreign travel in your
own country;
3. your opinion on the necessity of exit and entrance-visas.

XX. Working in pairs, use the words and patterns you have
studied and use them in the following situations.

1. You want a policeman to direct you to the British Embassy.

2. You want a guard to show you the way to the visa section.

79
 3. You want the consulate official to answer a few questions.
4. You want your friend to help you fill out the form.
5. You want your foreign relations officer to call you as soon as
your passport is ready.
6. You want your colleague to wait for you a moment.
7. You want the clerk to help you with some papers.
8. You want the visa officer to explain you why they refused you a
visa.

XXI. Memorize the following proverbs and sayings and illustrate

them with situations.

1. When in Rome, do as the Romans do.

2. Every country has its customs.
3. So many countries, so many customs.
4. In the country of one-eyed be one eyed.

XXII. ROLE PLAY

Situation 1

A professor is making arrangements with the University’s interna-

tional relations officer to apply for a visa. He introduces himself, ex-
plains his problem, makes a request, and expresses gratitude.
The officer offers help. He asks for the details (dates, destination,
etc) of the proposed trip abroad, promises help, replies to the expres-
sion of gratitude.

Situation 2

A graduate student only has a student visa, but he wants to get a

work permit for the duration of his/her education in the USA. Не/she
requires an explanation. He attracts the clerk’s attention, introduces
him/herself and makes a request, expresses gratitude.
The Consulate clerk offers help, He asks about the reasons, prom-
ises help, closes the conversation.

XXIII. Make up a list of things you must do to get a visa. Be

careful not to miss anything.

80
 PART II
IMMIGRATION AND CUSTOMS

While travelling abroad you have to go through customs, some-

times several times. As a rule the customs officers check your pass-
ports and visas if they are required. When coming to some countries
you may need a health or vaccination certificate. If you have anything
to declare, then you are to fill in the declaration form.
The customs officers may ask you to show your luggage to them.
Articles for personal use and wear and also used items and gifts are
not usually liable to duty anywhere. If you are carrying much currency
you should also declare it. If you are carrying weapons you need a
permit. Although some items are liable to duty, if you carry only a
small amount of them, they are duty free.
Occasionally the customs officers may take some of your things
for a more detailed inspection but they usually return them soon. Do
not try to break the customs rules and regulations because you may
have a lot of troubles.
If you are travelling within the countries of the European Union,
you can travel to another country of the Union with your identity card,
without any formalities, provided you do not intend to work. How-
ever, if you wish to stay for a long time, you must have a particular
reason for this, either because you are working there or are looking for
work or because you are retired and entitled to live there, or because
of your family or personal situation (e.g., you are the mother or father
of a migrant worker).
Minors (children under the age of 18 in the majority of Member
states) require their parent’s written consent to cross the border. You may
normally take goods across the border with you without formalities
provided they are yours and are intended for your personal use.
Customs officers always have the right to check to see that you are
complying with the regulations, and that you are not transporting
goods for the purpose of selling them or exceeding the quantities for
which no formalities are required.
If you travel by car, your national driving licence is valid in all the
Union countries for stays of less than three months, or for one year if
you set up home in another Union country. (Beyond this limit, of
course, the formalities are the same as if you went to work in another
country.) If you passed your driving test recently, you will probably
have a European driving licence. These are valid throughout the
European Union without any time limit.
81
 Besides you are advised to obtain a green insurance card. You will
not be asked to produce it at the frontier, but it proves that you are
insured against any damage you might cause at the wheel of your car.
In most European Union countries, you receive a green card
automatically when you take out car insurance; if not, you should ask
for one.
If you are travelling between France, Germany, Belgium, Luxem-
bourg and the Netherlands, you can stick a green disc, eight centime-
tres in diameter, on the windscreen of your car. This enables you to
pass through the frontier without stopping, but at reduced speed. You
can obtain it from automobile clubs and travel agencies, or even make
one yourself. You are entitled to display the green disc if all the pas-
sengers in the car nationals of a Union Country, and if they are all
complying with the appropriate regulations concerning purchases,
personal possessions, etc.
Do not forget to display the traditional «GB», if your vehicle is
registered in the United Kingdom, «IRL» if it is registered in Ireland,
etc. These national identity stickers or plates are still required, even in
the European Union. If you go through a seaport or airport, most of
the EU countries have special immigration and customs desks for na-
tionals of the Europe of the Twelve. These are marked «European
Union» or «EU», and help to speed up the checks.
If you are travelling to the USA on the plane you will be given an
immigration form and a customs form to fill in. (It’s a good idea to
have a pen and your passport handy —unless you have memorized the
number, date and place of issue of your passport.) On your immigra-
tion form there is a small space in which you are supposed to write
your address in the USA, which is rather inconvenient if you are go-
ing to be travelling about the country. In that case it is best just to put
down where you are staying the first night.
On arrival in the USA the immigration officer will check your visa
and the immigration form. You will be given a copy of this form to
keep in your passport — often they staple it in for you. You are sup-
posed to hand this copy in when you leave the country (unless you are
leaving to visit Canada or Mexico and intend to return to the USA
within thirty days before going back home). This is generally done at
the airline desk when you check in for your return flight, as there are
usually no passport checks when you leave the USA. However, noth-
ing terrible seems to happen if you don’t hand the form in.
The immigration officer will stamp on the immigration form how
long you are entitled to stay in the USA. Make sure that he or she
knows how long you want to stay.

82
 After immigration comes customs, and somewhere along the line
you will be relieved of your customs form. Although there is now a
red channel/green channel system (red if the traveller has something
to declare, green if he/she doesn’t) as in many other countries, you
still actually have to come face to face with the customs officer. You
are quite likely to be asked to open your bags — perhaps American
customs officers aren’t as busy as those in Europe, for they certainly
seem to think that they have time to do this. Keep your passport out:
they give returning Americans a much harder time than visitors.
It is important to note that you are not allowed to take into the
USA any fresh fruit, fresh vegetables, butter, milk, fresh meat or
plants.

Vocabulary notes

go through the Customs проходити митну перевірку

customs officer митник
check перевірка
a health certificate довідка про стан здоров’я
a vaccination certificate свідоцтво про вакцинацію
the declaration form декларація
articles for personal use речі особистого користування та одяг
and wear
used items and gifts речі, що були у вжитку, та подарунки
be liable to customs duty підлягати митному оподаткуванню
currency валюта
be duty free не підлягати оподаткуванню
detailed inspection детальна перевірка
break the customs rules порушувати митні правила
and regulations
identity card посвідчення особи
written consent письмова згода
have the right мати право
be insured against бути застрахованим проти
car insurance страхування автомобіля
comply with the regula- підкорятися правилам
tions

I. Underline all international words in the text. Give their

Ukrainian equivalents.

83
 II. Read, translate and learn the meaning of the following words
and use them in sentences of your own.

consent permission to do something especially by someone in

authority or by someone who is responsible for some-
thing.
currency the system or type of money that a particular country uses.
customs a place where your bag is checked for illegal drugs,
guns, etc. when you go into a country.
declaration a statement in which you officially give information;
especially about yourself.
duty a payment levied by the state, particularly on certain
goods and transactions.
identity a card with your name, date of birth, photograph, and
card signature on it , that proves who you are.
id identification, a document by which a person can be
identified.
immigrati- the place at an airport, sea port etc. where officials
oncontrol check the documents of everyone entering the country.
quota a limit, especially an official limit, on the number or
amount of something that is allowed in a particular pe-
riod.
regulations an official rule or order.
smuggling the crime of taking things from one country to another.

III. Find in the text the following words and word combinations,
translate the sentences in which they are used and make up sen-
tences with them.

a health certificate; a vaccination certificate; articles for personal

use and wear; be duty free; be insured against; be liable to customs
duty; break the customs rules and regulations; car insurance; check;
comply with the regulations; currency; customs officer; detailed in-
spection; have the right; identity card; the declaration form; to go
through the Customs; used items and gifts; written consent.

IV. Find English equivalents of the words and word combina-

tions given below and make up sentences with them.

бути застрахованим проти; валюта; декларація; детальна пере-

вірка; довідка про стан здоров’я; мати право; митник; не підляга-
ти оподатковуванню; перевірка; письмова згода; підкорятися

84
правилам; підлягати митному оподаткуванню; порушувати митні
правила; посвідчення особи; проходити митну перевірку; речі
особистого користування та одяг; речі, що були у вживанні, та
подарунки; свідоцтво про вакцинацію; страхування автомобіля.

V. Complete the following sentences filling in appropriate words

from the box.

a health certificate or vaccination; articles for personal use and

wear; break the customs rules and regulations; car insurance;
comply with the appropriate regulations; currency; declaration
form; detailed inspection; duty free; go through customs; have
the right; identity card; insured against; liable to duty (2); the
customs officers check; used items and gifts; written consent.

1. … and also … are not usually … anywhere.

2. Although some items are … , if you carry only a small amount
of them, they are … .
3. As a rule … your passports and visas if they are required. When
coming to some countries you may need … .
4. Customs officers always … to check to see that you are com-
plying with the regulations.
5. Do not try to … because you may have a lot of troubles.
6. If you are carrying much … you should also declare it.
7. If you are travelling within the countries of the European Union,
you can travel to another country of the Union with your … , without
any formalities, provided you do not intend to work.
8. If you have anything to declare, then you are to fill in the … .
9. In most European Union countries, you receive a green card
automatically when you take out … .
10. Minors require their parents … to cross the border.
11. Occasionally the customs officers may take some of your things
for a more … but usually they return them soon.
12. While travelling abroad you have to … , sometimes several
times.
13. You are entitled to display the green disc if all the passengers in
the car … .
14. You will not be asked to produce your green insurance card at
the frontier, but it proves that you are … any damage you might cause
at the wheel of your car.

85
 VI. Learn the words given below and their synonyms, consult
dictionaries and explain the difference, if any.

appropriate, adj. — fitting, suitable, adapted, apt, proper, seemly,

becoming, befitting, timely, apposite, pertinent, relevant, germane.
border, n. — boundary, frontier, limit, bound, edge, margin, fringe,
rim, hem, skirt, verge, brink.
consent, n. — agreement, concurrence, assent, acquiescence, per-
mission, sanction, approval.
currency, n. — money, cash, notes, coins, legal tender.
damage, n. — harm, injury, hurt, suffering, mischief, impairment,
detriment, loss, destruction, ruin.
inspection, n. — examination, scrutiny, perusal, checkup, investi-
gation, review, survey.
insurance, n. — assurance, protection, cover, security, indemnity,
guarantee, warranty, provision, safeguard, providence.

VII. Match the verbs on the left in column A with their corre-
sponding definitions on the right in column C (a — j).

A B C
1. to break means a) to arrange for the payment of a sum of money in the
event of the loss of something, or accident or injury to
someone.
2. to cause b) to demand officially that people do something be-
cause of a law or rule.
3. to comply c) to disobey a rule, law.
4. to declare d) to do what you have to do or are asked to do.
5. to enable e) to fasten two or more things with a staple.
6. to entitle f) to give a person the right to do something.
7. to insure g) to give someone the ability or opportunity to do
something.
8. to require h) to make an official statement saying how much
money you have earned, what property you own.
9. to stamp i) to make something happen.
10. to staple j) to put a pattern, sign or letters on something using a
special tool.

86
 VIII. Fill in prepositions, where necessary.

1. … arrival … the USA the immigration officer will check your

visa and the immigration form.
2. … immigration comes customs, and somewhere along the line
you will be relieved … your customs form.
3. … most European Union countries, you receive a green card
automatically when you take … car insurance; if not, you should ask
… one.
4. Although some items are liable … duty, if you carry only a
small amount … them, they are duty free.
5. Articles … personal use and wear and also used items and gifts
are not usually liable … duty anywhere.
6. Children … the age … 18 … the majority … Member states re-
quire their parents written consent to cross the border.
7. Customs officers always have the right to check to see that you
are complying … the regulations, and that you are not transporting
goods … the purpose … selling them or exceeding the quantities …
which no formalities are required.
8. If you are travelling … France, Germany, Belgium, Luxem-
bourg and the Netherlands, you can stick a green disc, eight centime-
tres … diameter, … the windscreen … your car. This enables you to
pass … the frontier without stopping, but … reduced speed.
9. If you are travelling … the countries … the European Union,
you can travel … another country … the Union … your identity card,
… any formalities, provided you do not intend to work.
10. If you go … a seaport or airport, most … the EU countries have
special immigration and customs desks … nationals … the Europe …
the Twelve. These are marked «European Union» or «EU», and help
to speed … the checks.
11. If you have anything to declare, then you are to fill … the decla-
ration form.
12. If you travel … car, your national driving licence is valid … all
the Union countries … stays … less than three months, or … one year
if you set … home … another Union, country.
13. If you wish to stay … a long time, you must have a particular
reason … this, either because you are working there or are looking …
work or because you are retired and entitled to live there, or because
… your family or personal situation.
14. Occasionally the customs officers may take some … your things
… a more detailed inspection.

87
 15. The immigration officer will stamp … the immigration form
how long you are entitled to stay … the USA.
16. While travelling abroad you have to go … customs, sometimes
several times.
17. You may normally take goods across the border … you …
formalities provided they are yours and are intended … your per-
sonal use.

IX. Fill in articles where necessary.

1. … articles for … personal use and wear and also … used items
and … gifts are not liable to … duty anywhere.
2. … customs officers always have … right to check to see that
you are complying with … regulations, and that you are not trans-
porting … goods for … purpose of selling them or exceeding …
quantities for which no formalities are required.
3. … customs officers check your passports and … visas if they
are required.
4. … customs officers may take some of your things for … more
detailed inspection.
5. … Minors require their parent’s … written consent to cross …
border.
6. Do not try to break … customs rules and … regulations because
you may have … lot of troubles.
7. If you are travelling to … USA on … plane you will be given …
immigration form and … customs form to fill in.
8. If you have anything to declare, then you are to fill in … decla-
ration form.
9. If you passed your driving test recently, you will have … Euro-
pean driving licence.
10. If you travel by … car, your national driving licence is valid in
all … Union countries for stays of less than three months.
11. In most European Union countries, you receive … green card
automatically when you take out … car insurance.
12. On your immigration form there is … small space in which you
are supposed to write your address in … USA, which is rather incon-
venient if you are going to be travelling about … country.
13. When coming to some countries you may need … health certifi-
cate or … vaccination.
14. While travelling abroad you have to go through … customs.
15. You are advised to obtain … green insurance card.

88
 X. Agree or disagree with the statements. Give your reason. The
following phrases may be helpful:

As I see it …; (Not) quite so …; As a matter of fact ...;

In addition …; I don’t think so …; Generally speaking ...;
To my mind ...; The thing is that ...; I can’t agree with you …;
That depends ...; On the contrary …; I fully agree with you …;
Furthermore …; Putting it mildly ...; I’m of the same opin-
In my opinion …; Strictly speaking ...; ion …;
To tell the truth ...; I should say it’s only
partly true … .

1. While travelling abroad you have to go through customs, some-

times several times.
2. As a rule the customs officers does not check your passports and
visas as they are not required.
3. The customs officers will never may ask you to show your lug-
gage to them.
4. Articles for personal use and wear and also used items and gifts
are not usually liable to duty anywhere.
5. If you are travelling within the countries of the European Union,
you can travel to another country of the Union with your identity card,
without any formalities, provided you do not intend to work.
6. If you wish to stay for a long time, you must have a particular
reason for this, either because you are working there or are looking for
work or because you are retired and entitled to live there, or because
of your family or personal situation.
7. Customs officers do not have the right to check to see that you
are complying with the regulations.
8. If you travel by car, your national driving licence is valid in all
the Union countries for stays of less than three months.
9. If you obtain a green insurance card you will not be asked to
produce it at the frontier.
10. You are not entitled to display the green disc if all the passen-
gers in the car nationals of a Union Country.
11. If you go through a seaport or airport, most of the EU countries
do not have special immigration and customs desks for nationals of
the Europe of the Twelve.
12. On arrival in the USA the immigration officer will check your
visa and the immigration form.

89
 13. American customs officers aren’t as busy as those in Europe,
for they certainly seem to think that they have time to do this.
14. They give returning Americans a much harder time than
visitors.

XI. Ask questions to elicit the information.

1. When coming to some countries you may need a health certifi-

cate or vaccination.
2. If you are carrying much currency you should also declare it and
if you are carrying weapons you need a permit.
3. Although some items are liable to duty, if you carry only a small
amount of them, they are duty free.
4. Occasionally the customs officers may take some of your things
for a more detailed inspection but they usually return them soon.
5. Minors (children under the age of 18 in the majority of Member
states) require their parents written consent to cross the border.
6. You may normally take goods across the border with you with-
out formalities provided they are yours and are intended for your per-
sonal use.
7. In most European Union countries, you receive a green card
automatically when you take out car insurance; if not, you should ask
for one.
8. If you are travelling between France, Germany, Belgium, Lux-
embourg and the Netherlands, you can stick a green disc, eight centi-
metres in diameter, on the windscreen of your car.
9. If you go through a seaport or airport, most of the EU countries
have special immigration and customs desks for nationals of the
Europe of the Twelve.
10. If you are travelling to the USA on the plane you will be given
an immigration form and a customs form to fill in.
11. On your immigration form there is a small space in which you
are supposed to write your address in the USA, which is rather incon-
venient if you are going to be travelling about the country.
12. The immigration officer will stamp on the immigration form
how long you are entitled to stay in the USA.
13. After immigration comes customs, and somewhere along the
line you will be relieved of your customs form.
14. It is important to note that you are not allowed to take into the
USA any fresh fruit, fresh vegetables, butter, milk, fresh meat or
plants.

90
 XII. Answer the questions. Begin your answers with:

Actually …; As far as I know … ; As far as I remem-

As a rule …; The matter is that ...; ber ...;
In any case ...; I suppose/believe …; As far as I am con-
As things are ...; That depends (on) …; cerned ...;
To tell the truth … ; I am declined to think...; Frankly/strictly spea-
king …;
To make a long story
short ... .

1. What do you have to do while travelling abroad?

2. What are the duties of the customs officers?
3. What articles are not liable to duty anywhere?
4. Will you have much trouble if you break the customs rules and
regulations? Why?
5. Where can you travel to another country with your identity
card?
6. What do children under the age of 18 in the majority of Member
states require to cross the border?
7. For what period of time is your national driving licence valid in
all the Union countries?
8. Why are you advised to obtain a green insurance card? Will it
help you?
9. What will enable you to pass through the frontier without stop-
ping, but at reduced speed? Where can you obtain it?
10. Where will you be given an immigration form and a customs
form to fill in if you are travelling to the USA? Is it convenient for
travellers? Give your reasons.
11. What will you be given to keep in your passport on arrival in the
USA? Why?
12. What will the immigration officer stamp on the immigration form?
13. What comes after immigration?
14. What products are not allowed to take into the USA?

XIII. Translate into English.

1. Де Ваш паспорт? — Ось мій паспорт, віза, довідка про стан

здоров’я, свідоцтво про вакцинацію, декларація.
2. Як довго Ви збираєтеся пробути в Англії? — Моя віза на 3
місяці, але я їду на два тижні.

91
 3. Ви везете з собою валюту? — У мене лише речі особистого
користування та одяг.
4. Чи повинен я показати друковані матеріали, рукописи, фото
(кіно-) плівки, комп’ютерні дискети, відеокасети, продукти?
5. Скільки я маю сплатити? Де потрібно розписатися? Мені
потрібна квитанція.
6. Цигарки підлягають оподаткуванню? — Так, якщо Ви везе-
те їх більше 200 штук.
7. Скільки мені треба сплатити за провіз додаткових двохсот
цигарок? — На жаль, я не знаю. Запитайте в митного службовця,
і він Вам відповість.
8. Згідно з нашими митними правилами це не підлягає митно-
му оподатковуванню.
9. Чи підлягає ця річ митному оподатковуванню?
10. Особисті речі звичайно не обкладаються митом, якщо вони
не перевищують певної квоти.
11. В митниці багаж пасажира ретельно перевіряється митни-
ками.
12. Іноді митники ретельно обшукують речі пасажирів, щоб
знайти контрабанду товарів, які підлягають митному оподаткову-
ванню.
13. Як тільки багаж пасажира проходить догляд, на ньому ста-
виться спеціальна відмітка.
14. Ми перевищили квоту і повинні були заплатити значну су-
му мита.
15. Мені потрібно було майже дві години, щоб пройти всі фор-
мальності на митниці.
16. Якщо пасажир має якусь річ, що підпадає під митні обме-
ження, його просять заявити про це в декларації.
17. Тільки пройшовши митницю, мандрівник може поїхати в
готель або в будь-яке інше місце.

XIV. Discuss the following points using words and structures you
have studied.

1. Speak of the advantages and disadvantages of the customs

regulations in the USA.
2. Compare American customs regulations with those in your
country.

XV. 1. Read and dramatize the following dialogues, render them

into indirect speech.

92
 Dialogue А

I
Im. O. Next, please!
Mr. B. Hello!
Im. O. Good morning, sir. May I see your passport, please?
Mr. B. Sure, here you are. The visa is stapled in it.
Im. O. Where are you going to stay in America, Mr. ... uh... Brown?
Mr. B. I’ve been invited to give lectures at the University of Texas.
Im. O. Do you happen to have the invitation?
Mr. B. Oh yes... yes, it must be here somewhere... Here you are.
Im. O. Right. How long are you planning to remain there?
Mr. B. Actually, I’m not sure. My original intention was to stay till
the end of December, but my work may take a little longer.
Im. O. Your visa expires on the first of January, so you’d better
make sure you extend it in advance.
Mr. B. Thanks, I will. Is that all?
Im. O. Yes, sir. Here’s your passport.
Mr. B. Oh, and where do I collect my luggage?
Im. O. The baggage claim is a little further down that way. Wel-
come to the United States, Mr. Brown!
II
C. O. Is this all your luggage, sir?
Mr.B. Yes, just these two bags.
C. O. Do you have anything to declare — liquors, cigarettes?
Mr.B. I don’t think so. No oranges or apples, either.
C. O. Would you mind opening this bag, sir.
Mr.B. Not at all. Is there anything wrong?
C. O. What’s this gray plastic thing?
Mr.B. Oh, It’s my laptop computer. Do you want me to open it?
C. O. Please open it and turn it on... Thanks.
Mr.B. You don’t leave much to chance, do you?
C. O. Well, you see security has been tightened recently.
Mr.B. Is everything OK now?
C. O. Yes, sir. That will be all.
Mr.B. Excuse me, one question. I’m changing planes here. What do
I do with my luggage?
C. O. You will have to check it in again.
Mr.B. Thanks.
93
 2. Complete the open dialogue.

C. O. Which of these bags are yours?

Mr. B. ...
C. O. Have you got anything to declare?
Mr. B. ...
C. O. Would you please open your bags?
Mr. B. ...
C. O. You’re allowed that, and souvenirs are duty-free. Now, let
me see your Customs declaration, please.
Mr. B. ...
C. O. Thank you, sir. Everything’s all right. Nothing dutiable.
Welcome to our country!
Mr. B. ...

3. Compose your own dialogues.

1. You are going through customs.

2. You are telling your friend of an incident, which happened to
you while passing customs control.

XVI. ROLE PLAY

Make up dialogues following the situations and strategies sug-

gested below. Work in pairs.

Situation 1

The immigration officer asks for reasons of the visitor’s arrival in

the USA, inquires about his plans during his/her stay in the USA, re-
minds about regulations, gives instructions.
The visitor explains the reasons of his arrival in the USA, talks
about his/her intentions, about the proposed schedule, asks the officer
what he/she should do to extend the visa, and gives reasons for want-
ing to do so, expresses gratitude.
The officer says it is necessary to contact the Department of Immi-
gration in Washington.

94
 Situation 2

The customs officer going over a visitor’s things is curious why

he/she has so many warm clothes. He seeks permission to ask a ques-
tion, asks for explanation, for reasons, inquires about the visitor’s
plans, expresses understanding and gratitude, reminds about regula-
tions, gives instructions, wishes good luck.
The visitor reacts positively, gives reasons, talks about his/her in-
tentions, about possible changes of his/her plans, speaks about the dif-
ference in climate and his/her plans to spend a weekend with friends
in Montana, expresses gratitude.

95
 Unit

PART І
BRITISH FOOD

ON THE CONTINENT PEOPLE HAVE GOOD FOOD;

IN ENGLAND PEOPLE HAVE GOOD TABLE MANNERS

Britain and good food are two things which are not commonly as-
sociated. Visitors to Britain have widely varying opinions about all
sorts of aspects of the country, but most of them seem to agree that the
food is terrible. Why? One reason could simply be that British tastes
are different from everybody else’s. However, the most common
complaint is not so much that British food has a strange, unpleasant
taste, but rather that it has very little taste at all. The vegetables, for
example, are overcooked. It is all too bland.
Another explanation may be that most visitors to Britain do not get
the opportunity to sample home cooking. They either eat the food
cooked in an institution, such as a university canteen, or they «eat
out» a lot, usually in rather cheap restaurants and cafes. These places
are definitely not where to find good British food. Typical British
cooking, which involves a lot of roasting, does not suit the larger scale
production or the quick preparation which is required in such places.
The explanations above can only serve as a partial excuse for the
unfortunate reputation of British cuisine. Even in fast food restaurants
and everyday cafes, the quality seems to be lower than it is in equiva-
lent places in other countries. It seems that British people simply don’t
care enough to bother.
The country has neither a widespread «restaurant culture» nor a «cafe
society». In the middle of the day, people just want to eat up quickly and
are not interested much in quality (the lunch break is an hour at most).
Little effort is made to make the hamburgers tasty because nobody ex-
pects them to be. The coffee is horrible not because British people prefer
it that way but because they don’t go to a cafe for a delicious, slow cup of
coffee — they go there because they need the caffeine.

96
 When the British do pay attention to food, it is most frequently not
to appreciate it but to notice what they don’t like about it. Food hits
the headlines only in the context of its dangers: for example in 1993,
when it was discovered that 100 tonnes of six-year-old beef had been
allowed to go on sale; or when a government minister announced that
the country’s eggs were infected with salmonella. In the early 1990-s,
everybody in the country knew about «mad cow disease» (a disease
affecting the brains of infected cattle).
However, the picture is not entirely negative. While the British are
conservative about ingredients, they are no longer conservative about
the way they are served. In the 1960-s, it was reported that the first
British package tourists in Spain not only insisted on eating (tradition-
ally British) fish and chips all the time but also on having them, as
was traditional, wrapped up in specially imported British newspapers.
By now, however, the British are extremely open to the cuisine of
other countries. The country’s supermarket shelves are full of the
spices and sauces needed for cooking dishes from all over the world
(the increasingly multicultural nature of the population has helped in
this respect). In addition, there is increasing interest in the pure en-
joyment of eating and drinking.
Although it is far less unusual than it used to be, going to a restau-
rant is still a comparatively rare event for most British people. Regular
restaurant-going is confined mostly to the richest section of society.
Partly for this reason, there is an element of snobbery associated with
it. Merely being in an expensive restaurant sometimes seems to be
more important to people than the food eaten in it. For example, in
1992 a survey by experts found that most of the caviar in top London
restaurants was not what it claimed to be (the most prized beluga vari-
ety) and was often stale or going bad.
Another expression of snobbery in the more expensive restaurants is
in the menus. In a country where few public notices appear in any lan-
guage other than English, these are a unique phenomenon — all the
dishes have non-English names, most commonly French (reflecting the
high regard for French cuisine). It also makes the food sound more exotic
and therefore more exciting. Many customers of these restaurants have
little idea of what actually goes into the dish they have chosen. But when,
in 1991, the government suggested that menus should give details of in-
gredients in dishes, all the country’s chefs and restaurateurs were out-
raged. They argued this would take the fun out of eating out. The as-
sumption behind this argument is that going to a restaurant is a time to be
adventurous. This «adventure» concept is undoubtedly widespread. It
helps to explain why so few restaurants in Britain are actually British.

97
Because they do it so rarely, when people go out for a meal in the even-
ing, they want to be served something they don’t usually eat.
Eating places which serve British food are used only for more eve-
ryday purposes. Apart from pubs, there are two types, both of which
are comparatively cheap. One is used during the day, most typically
by manual workers, and is therefore sometimes described as a
«workman’s café» (pronounced «caff»). But it is also used by any-
body else who wants a filling meal, likes the informal atmosphere and
is not over-worried about cleanliness. It offers mostly fried food of the
«English breakfast» type and for this reason it is also sometimes jok-
ingly called a «greasy spoon». Many of them are «transport cafés» at
the sides of main roads. In 1991 Prime Minister John Major deliber-
ately and publicly ate at one of these in order to prove that he was «a
man of the people». The other type is the fish-and-chip shop, used in
the evening for «take-away» meals.
Fast food outlets are now more common in Britain than they are in
most other countries. Cynics might claim this is because the British
have no sense of taste. However, their popularity is probably better
explained sociologically. Other types of eating-place in Britain tend to
have class associations. As a result, large sections of society feel un-
able to relax in them. But a fast food restaurant does not have such
strong associations of this kind: people from almost any class back-
ground can feel comfortable in them.
The British pub (short for «public house») is unique. This is not just
because it is different in character from bars or cafes in other countries.
It is also because it is different from any other public place in Britain it-
self. Without pubs, Britain would be a less sociable country. The pub is
the only indoor place where the average person can comfortably meet
others, even strangers, and get into prolonged conversation with them.
In cafes and fast food restaurants, people are expected to drink their
coffee and get out. The atmosphere in other eating places is often rather
formal. But pubs, like fast food restaurants, are classless.

Vocabulary notes

complaint, n. скарга, претензія;

bland, a. позбавлений смаку та аромату;
sample, v. пробувати, куштувати;
eat out їсти не вдома (в ресторані, кав’ярні);
roast, v. смажити, запікати;
scale, n. масштаб;

98
excuse, n. виправдання, привід, відмовка;
to hit the headlines потрапити в заголовки газет, виклика-
ти сенсацію;
package tourist турист, що бере участь у комплексному
турне;
respect, n. відношення;
in many respects у багатьох відношеннях;
in all respects в усіх відношеннях;
in every respect
in no respect ні в якому відношенні;
in respect of/to/with відносно чогось; що стосується;
without respect to/of безвідносно, не приймаючи до уваги;
confine, v. обмежувати;
survey, n. огляд;
notice, n. об’ява, повідомлення;
regard, n. увага, турбота, повага;
to have high/low re- бути високої/невисокої думки про;
gard for smb.
to show regard to smb. виявляти повагу до;
out of regard for smb. з поваги до;
to pay no regard to/for не звертати уваги на;
smb./smth.
to act without regard діяти незважаючи на, не беручи до
to/for smb./sth. уваги;
outrage, v. ображати, обурювати;
manual worker робітник, що працює фізично;
filling meal ситний обід (вечеря і т.п.);
cleanliness, n. чистота, охайність;
claim, v. заявляти, стверджувати, претендува-
ти, вимагати;
background, n. походження, біографічні та анкетні дані.

I. Match the words from the text with their corresponding defini-
tions on the right:

1) takeaway а) a cook in a restaurant or hotel, especially the

head cook;
2) caffein b) a chemical substance found in coffee, tea and
cocoa which makes your body more active;
3) ingredient с) a country’s or a district’s style of cooking which
is most characteristic of it;

99
4) cuisine d) a list of all the food you can order in a restaurant
or a café;
5) spice e) a shop or organization which sells the goods
made by a particular manufacturer;
6) menu f) the powder of seeds from a particular plant,
which you put in food while you are cooking in or-
der to give it flavour;
7) chef g) hot cooked food that is sold to be eaten some-
where else;
8) outlet h) a person who owns and runs a restaurant;
9) assumption i) something you believe to be true, although you
have had no proof of it;
10) restaurateur j)one of several things that are used to make
something, e.g. one of the different foods you use
when you are cooking a particular dish.

II. Complete the following sentences:

1. People who want a filling meal and like the informal atmos-
phere …
2. Restaurant-going is associated with snobbery because …
3. Only few restaurants in Great Britain are actually British as …
4. If you want to sample genuine English cooking …
5. Reflecting the high regard for French cuisine …
6. The British seem to pay attention to food mainly …
7. Cynics might claim that the popularity of fast food outlets is
due to …
8. Cheap restaurants and cafés are certainly not the places …
9. As they offer mostly fried food …
10. Larger scale production or quick preparation …
11. People go out for a meal in the evening rather rarely …
12. … are considered to be classless eating places.
13. Most frequently the British pay attention to food only …
14. Another expression of snobbery is …
15. The country’s chefs and restaurateurs were outraged …
16. Nowadays the British are open to …
17. The most common complaint about British food is …
18. Although the British are still conservative about ingredients,
they …

100
 III. Match the words on the left with their synonyms on the right.
There may be more than one synonym of one word.

taste
sample wait on
opportu- try
nity respect
confine limit
serve tasty
regard possibility
delicious chance
informal relaxed
danger on purpose
deliber- lasting
ately casual
varying estimate
effort exertion
prolonged threat
changing

IV. Supply the correct word from the box for each space in the
sentences of the text given below:

junk spinach expect good to drink

potatoes processed eat cakes characters
health adults cookies advertise- eating
little probably because ments tastes
tell natural healthy party heroes
preservatives traditional upset realize

It seems that _____ food is all that the children want to eat these
days. Television controls their _____. The kids see well-known per-
sonalities eating potato chips, candy and other _____ food, and they
want to be like their _____. How do they do it? They _____ the same
food. I wish there were more _____ like old Popeye the Sailor, who
ate _____ and not French fries.
Just because I like brown rice, beans and fresh vegetables, I dont
_____ my children to eat this _____ food. I’m glad to cook traditional
meals of meat and _____ for them. I really can’t be too _____ with
the kids because most _____ aren’t careful about what they eat. The
other night, my wife and I went to a _____ where there was plenty

101
_____ but very ______ for us to eat. They served hot dogs and ham-
burgers, with all those _____ and chemicals so that they looked
_____. Besides the meat they had sugar-filled _____ and _____, and,
of course, chips. Terrible! I don’t want the world to change because of
me, but I think that people should _____ that there are alternatives to
_____ meat. They always _____ me that I ______ don’t get my es-
sential proteins. But I feel better than ever and I’m sure that is _____
I’m a vegetarian. I would really like to see more television _____
which show the benefits of good, ______, _______ food.

V. Make up sentences of your own with the words and expres-

sions given below:

on the menu insist on overcooked a

roast n., a. take-away meal wrap up
eat up claim v. background n.
eat out cuisine n. a filling meal
bland a. involve v. confine v.
deliberately adv. outrage v. regard n.

VI. Make up questions to which the following statements will be

answers:

Q. …..
A. You see, different classes call the meals by different names and
eat them at different times of the day. Generalizations are diffi-
cult. I can just tell you what everybody knows about: breakfast,
elevenses, lunch, tea, supper or dinner.
Q. …..
A. The traditional «British breakfast» is a large fry-up (several
items fried together) preceded by cereal with milk and followed
by toast, butter and marmalade, all washed down with lots of
tea. In fact only 10% of the people in Britain actually have this
sort of breakfast.
Q. …..
A. Two-thirds have cut out the fry-up. For them breakfast is usually
a packeted «cereal» (e.g. cornflakes) and toast and marmalade.
The rest have even less. It is therefore much closer to what they
call a «continental» breakfast than to a British one.
Q. …..
A. «Elevenses» is conventionally, a cup of tea or coffee and some
biscuits at around eleven o’clock.
102
Q. …..
A. The image of the British as a nation of tea-drinkers is another
stereotype which is somewhat out of date. More coffee than tea
is now bought in the country’s shops.
Q. …..
A. Tea is still prepared in a distinctive way. It is strong and served
with milk. As for coffee, British supermarkets sell far more in-
stant coffee than what the few who drink it often call «real» cof-
fee. Instant coffee is less trouble.
Q. …..
A. Lunch is typically at one o’clock. But it is often earlier for
schoolchildren and those who start work at eight o’clock.
Q. …..
A. Actually, «tea» means different meals for different classes. For
the urban working class tea is the evening meal eaten as soon as
people get home from work. For other classes, it means a cup of
tea and a snack at around four o’clock.
Q. …..
A. «Supper» is the usual word for the evening meal among most
people who do not call it «tea». «Dinner» suggests something
grander and eaten comparatively late (at around eight o’clock).

VII. Answer the questions. Begin your answers with:

I suppose/believe … As far as I know … As a rule … That de-

pends (on) … Actually … As a matter of fact … Frankly/strictly
speaking … To tell the truth … As far as I can judge …

1. Why does British cuisine have such an unfortunate reputation?

2. Why are restaurants serving good British food hard to find?
3. How have the eating habits of the British and their attitude to
food changed for the last few decades?
4. What do you think the expressions «restaurant culture» and
«café society» mean?
5. Why is restaurant-going considered to be «snobbish» and «ad-
venturous»?
6. What eating places in Great Britain are considered «class-
less»? Why?
7. What makes the British pub a unique public place?

103
 VIII. Agree or disagree with the statements. Give your reasons.
The following phrases may be helpful:

(Not) quite so; I fully agree; I’m of the same opinion; I should
say it’s only partly true; I shouldn’t say so; That depends; I don’t
think so; On the contrary; I can’t agree here.

1. Britain and good food are two things that are not commonly as-
sociated.
2. Even in fast food outlets and everyday cafés, the quality seems
to be lower than it is in equivalent places in other countries.
3. The country has a widespread «restaurant culture».
4. Eating places which serve British food are used only for more
everyday purposes.
5. The British are conservative about ingredients and the way they
are served.
6. The atmosphere of an eating place is as important to people as
the food eaten in it.
7. The British pub is the only classless eating place in Great Britain.
8. Very few restaurants in Great Britain are actually British.

IX. Translate into English:

(You may find useful tips in ex. X, part 1 and ex. III, part 2)
1. Іноземці часто критикують англійську кухню, кажучи, що
вона позбавлена уяви і несмачна, а овочі завжди переварені.
2. Важко знайти гарний англійський ресторан з помірними ці-
нами, тому що типові англійські страви не підходять для приго-
тування у великих кількостях.
3. Англійці вважають, що основні інгредієнти їх кухні такі
смачні, що їм не треба винаходити складні рецепти і соуси.
4. Для більшості людей відвідування дорогого ресторану —
це подія. Не дивно, що атмосфера ресторану для них важливіша,
ніж їжа, яку там подають.
5. Якщо ви хочете поїсти ситно і швидко, зайдіть у робітниче
кафе.
6. Англійці віддають перевагу розчинній каві, бо з нею менше
клопоту.
7. Колись у пабах не подавали майже нічого іншого крім пива
і алкогольних напоїв. Зараз там можна випити каву і з’їсти гарячі
страви.
104
 8. Останнім часом телебачення рекламує різний їстівний
мотлох — чіпси, печиво, солодощі, і діти не хочуть їсти нічого
іншого.
9. Щоб почуватися гарно і бадьоро, лікарі рекомендують їсти
п’ять або більше порцій овочів і фруктів щодня.
10. Ви можете пообідати в китайському ресторані або взяти
їжу додому.
11. Такі фактори як географічне положення і клімат відіграють
значну роль у формуванні національної кухні.
12. Вологий м’який клімат дав англійцям зелену траву і родючі
грунти для годівлі великої рогатої худоби, свиней та овець. Тут
завжди було багато яловичини, баранини, телятини та свинини.
13. Офіціант обов’язково запитає вас, чи ви хочете, щоб ваш
біфштекс був добре, середньо чи слабо засмажений.
14. Мережа ресторанів швидкого обслуговування поширюється
дуже швидко. Дві їх головні переваги — швидке обслуговування
і чистота.

X. Act as an interpreter:

Dialogue А

— May I take your order, sir? What would you like for an appetizer?
— Будь ласка, коктейль з креветок для моєї дружини і ... А
що б ви порекомендували мені на закуску?
— We have a great choice of fruit juices, seafood, canapés and
hor d’oeuvres: cream cheese balls dipped in nuts or chives, olives
rolled in bacon, little sausages and smoked oysters. They are good
with a juice starter. Would you like to try some?
— Добре. Я візьму апельсиновий сік, оливки в беконі і сирні
кульки з цибулею-різанцем. На друге ми візьмемо телятину у ве-
ршковому соусі з бренді для моєї дружини і біфштекс для мене.
— Would you like your steak rare, medium or well-done?
— Середньозасмажений.
— … any vegetables, sir?
— Так, цвітну капусту, тушковану моркву і горошок до теля-
тини і шпинат і варену картоплю до біфштексу. Десерт ми замо-
вимо пізніше.
— .....

105
 — Було дуже смачно.
— Good, I’m glad you’ve enjoyed it. One moment, sir. I’ll bring
the dessert trolley. What would you like?
— Поглянемо, що тут є. Зверху — яблучний пиріг, салат із
свіжих фруктів, сирний пиріг із чорною смородиною, а внизу
сир. Ми візьмемо яблучний пиріг і шматок Стілтона з печивом, а
потім два фруктових салати і дві кави.
— Very good, sir. The apple pie is the speciality of the house.
Would you like your coffee black or white?
— Дві чорні кави без цукру.
— Certainly, sir. Would you like a liqueur with your coffee?
— Ні, дякую.

Dialogue В

— Я пишу велику статтю про Ваш ресторан. Можна мені по-

глянути на працівників кухні за роботою?
— I’ll be happy to take you on a tour. You happened to come at a
good time. A wedding reception is being prepared for tonight.
— Я ніколи в житті не бачив таких великих сковорідок та ка-
струль. Хто їх чистить? І хто миє весь цей посуд? Чи є спеціальна
людина, що за це відповідає?
— The steward keeps our kitchen spic and span. These heavy pots
are easily cleaned. Food doesn’t burn or stick easily in them. All the
tableware is washed in electric dishwashers.
— Тут так багато овочів і фруктів, м’яса, птиці, риби, морсь-
ких продуктів, зелені. Невже все це буде подано на прийомі? Які
страви тут зараз готують?
— We like a variety to satisfy everyone’s taste. Here you can see
my helpers preparing the various foods. Over there the vegetables are
being washed and peeled. On that table the meats and fowls are being
sliced. And here the salads and cocktails are being made. John is just
preparing avocados.
— Так ось як зберігають авокадо, щоб вони були зелені — їх
тримають у лимонній воді. Чим їх начиняють?
— There is a variety of mixtures: fish, minced ham, mushrooms,
chicken salad.
— А тут готують канапки. Скільки їх? Я гадаю, не менше ти-
сячі. Як ви підраховуєте, скільки треба зробити, щоб вони не ли-
шилися після прийому?

106
 — We’ll need about two thousand for the crowd tonight. We
certainly try to estimate the exact number so there won’t be any
waste.
— Весільний торт — справжнє чудо. Він величезний і, певно,
дуже смачний. А з чого зроблені прикраси? Невже цю церкву і
фігурки нареченого і нареченої зроблені з чогось, що можна
з’їсти? Хто робить ці прикраси?
— It is our pastry chef. He’s making the centre pieces for the
main table. Everything is made entirely out of sugar, including the
bride and groom.
— Це дійсно масштабне виробництво. Ви дозволите зробити
кілька фотографій? Мені б хотілося показати, як важко працюють
люди на кухні.
— How about starting with the stewardess over there? She’s tak-
ing out the clean dishes and sorting the silverware in trays. And take
one of the cook over there putting cakes into the oven.

Dialogue С

Гід: Чи готові кошики з ланчем для гостей, що їдуть зі

мною в подорож? Я вчора передав менеджеру їх
замовлення. Вони зараз снідають, так?
Старша Все в порядку. Я щойно бачила кошики з ланчем на
офіціантка: кухні і перевірила замовлення. Помічник повара
(Hostess) добре попрацював. Він загорнув сендвічі і кекс у
окремі пластикові мішечки.. Вони виглядають дуже
привабливо і охайно. Люди дуже турбуються про
чистоту.
Гід: І про свої замовлення теж. Ніхто не замовив те са-
ме. Всі замовлення різні.
C.о.: Помічник написав на кожному кошику, що в ньому
міститься. У кожному з них два сендвічі: з сиром і
шинкою, салатом з курчати, тунцем, горіховим ма-
слом і желе, ростбіфом з гірчицею.
Гід: А як там кошик для леді, що має спеціальну дієту?
C.о.: Шеф-повар сам все для неї приготував згідно з ін-
струкціями лікаря. Її ім’я на цьому кошику.
Гід: А що є в кошиках крім сендвічів?

107
C.о.: Як звичайно — мариновані овочі, гострі фарширо-
вані яйця (devilled eggs), два салати в пластикових
склянках — овочевий салат і салат з шинкованої
капусти (cole slaw), велике червоне яблуко, виног-
рад, помаранча і шматочок кексу.
Гід: Звучить привабливо. А напої?
C.о.: Теж як звичайно — фруктові соки, кола, вода в пляш-
ках. Ніхто не замовив гарячі напої в термосі. Зараз їжу
віднесуть в автобус. Він стоїть біля входу, чи не так?
Гід: А ось ідуть гості. Вони вже поснідали. За хвилину
— дві ми поїдемо.

Dialogue А

1. Compete the open dialogue:

A.: Do you fancy a starter?

B.: I think I’ll have _____. I am very fond of prawns. Would you
like a _____ cocktail too?
A.: I’m not sure. I can’t _____.
B.: Oh, I’d have the trout if I were you. You always say _____.
A.: So, a _____ for me and _____ for you.
B.: For the main _____ we’ll have …
A.: Look! Beef Stroganoff is on _____ again. It’s a kind of stew
_____ beef steak with mushrooms and sour cream.
B.: I’d rather ____ Chicken Kiev. It consists of ____ breasts stuffed
with herbs and garlic butter. They say it’s the speciality _____.
A.: It sounds _____.
B.: What would you like with it?
A.: Cole slaw, I think.
B.: I’d rather have _____ salad.
A.: _____ any vegetables?
B.: Yes, some cauliflower, some courgettes (кабачки) and _____.
A.: And I’ll have _____.
B.: Anything to follow?
A.: _____ that later?
B.: I’ll _____ the order then.

2. Compose your own dialogues.

108
 PART ІІ
AMERICAN FOOD

Many changes are taking place in «food styles» in the United

States. The United States is traditionally famous for its very solid and
unchanging diet of meat and potatoes. Now we have many different
alternatives to choose from: various ethnic food, health food, and fast
food, in addition to the traditional home-cooked meal.
Ethnic restaurants and supermarkets are commonplace in the
United States. Because the United States is a country of immigrants,
there is an immense variety. Any large American city is filled with
restaurants serving international cooking. Many cities even have eth-
nic sections: Chinatown, Little Italy, or Germantown. With this vast
ethnic choice, we can enjoy food from all over the world. This is a
pleasant thought for those who come here to travel or to work; they
can usually find their native specialties: tabouli, arepas, or miso soup.
Besides sections of the cities, there are regions which are well known
for certain food because of the people who settled there. For example,
southern California has many Mexican restaurants, and Louisiana has
a strong Creole accent to its food. (Creole is a mixture of French, Af-
rican, and Caribbean Island food.)
Health food gained popularity when people began to think more
seriously about their physical well-being. The very term health food is
ironic because it implies that there is also «unhealthy» food. Health
food is fresh, natural, unprocessed food. It does non contain preserva-
tives to make it last longer or chemicals to make it taste or look better.
Most health food enthusiasts are vegetarians: they eat no meat; they
prefer to get their essential proteins from other sources, such as beans,
cheese, and eggs.
Fast-food restaurants are now expanding rapidly all over the coun-
try. In the United States, speed is a very important factor. People usu-
ally have a short lunch break or they just do not want to waste their
time eating. Fast-food restaurants are places which take care of hun-
dreds of people in a short time. There is usually very little waiting,
and the food is always cheap. Some examples are «burger and pizza»
places.
America’s attitude toward food is changing, too. The traditional
big breakfast and dinner at 6:00 P.M. are losing popularity. People are
rediscovering the social importance of food. Dinner with family or
friends is again becoming a very special way of enjoying and sharing.
Like so many people in other cultures, many Americans are taking
109
time to relax and enjoy the finer tastes at dinner, even if they still rush
through lunch at a hamburger stand.

I. Read, translate and learn the following definitions:

TERMS USED IN FOOD PREPARATION

blend to mix two or more ingredients until they are thor-

oughly combined;
broil or grill to cook by direct heat over coals or under an open gas
flame or electric unit in a broiler;
chop to cut with an up-and-down motion into small pieces;
coat to cover a food with another ingredient, usually flour,
dry bread crumbs or sugar by dipping or rolling the
food;
core to remove the core, or central portion, from fruits such
as apples and from vegetables such as lettuce;
deep-fat-fry to cook food in a pot containing enough hot fat to
cover the food until a brown crust forms and the center
is done;
devil to make a food «hot» by adding spices or condiments;
dice to cut into small cubes (about ¼ inch);
garnish to add a small amount of one food to another food for
the purpose of decorating it;
grate to obtain fine particles of a food by rubbing it over a
rough surface, such as a grater;
mash to make a food soft and smooth by crushing;
mince to cut or chop into small pieces with a sharp knife or
mincer;
pare to cut off the outside covering, as of a potato or an apple;
peel to cut off the outside covering, as of a banana or an
orange;
roast to cook, uncovered, by dry heat, usually in an oven;
slice to cut into thin, flat pieces, as a slice of bread;
sprinkle to shake a fine ingredient, such as flour or sugar,
chopped parsley over the surface of a food;
whip to beat rapidly, with a whisk or an electric mixer, to
increase volume, as in egg whites.
110
 II. Read the recipes and find the equivalents of the Ukrainian
words and expressions. Translate the names of dishes.

Злити воду; довести до кипіння; чистити (2); розкришити;

перед подачею полити; до м’якості; порція; жовтки; охо-
лодити; за бажанням; мучнистий; перемішувати знизу вго-
ру; кипіти на повільному вогні; різати на тоненьки скибоч-
ки; білки; загустіти; шаткувати капусту; сікти.

BOILED POTATOES SCRAMBLED EGGS

4 servings 4 servings
4 medium potatoes 4 eggs
Salt 1/4 cup milk
Butter or margarine 1/2 teaspoon salt
1/8 teaspoon pepper
1 tablespoon butter, margarine,
or bacon drippings

1. Scrub potatoes with stiff brush,
and remove eyes and blemishes with a
sharp knife. Do not pare.
2. Put potatoes in saucepan contain-
ing an amount of boiling salted water
that will barely cover potatoes. Use 1/2
teaspoon salt to 2 cups water.
3. Cover, and bring quickly to a boil.
4. Reduce heat, and let potatoes boil
gently for 35 to 40 minutes, or until
tender when tested with a fork.
5. Drain off water, and shake sauce-
pan over low heat to dry potatoes.
6. Peel.
7. Put in serving dish, and dot with
butter or margarine.
STANDARD: Creamy white in color;
fairly uniform in shape and size; old
potatoes mealy in texture, new potatoes
slightly waxy; mild in flavor.
1. Put eggs, milk, salt, and pepper
in mixing bowl, and beat, with rotary
beater or electric mixer at low speed,
until whites and yolks are well
blended.
2. Heat butter, margarine, or bacon
drippings in skillet until somewhat bub-
bly.
3. Pour in egg mixture, and reduce
heat.
4. Cook slowly, lifting egg mixture
from bottom and sides of skillet with a
spatula as it begins to thicken. Do not
stir, but let mixture thicken in large
masses.
5. Serve immediately on hot platter,
and garnish with parsley, if desired.
NOTE: Eggs may be scrambled in the
top of a double boiler, over simmering
water in the bottom, with occasional
stirring with a spoon.

111
 TOSSED SALAD COLE SLAW

4 to 5 servings 4 servings
1 small head lettuce 3 cups thinly shredded cab-
1/2 cucumber bage
6 radishes 2 tablespoons finely chopped
1 small onion onion
1 medium tomato 2 tablespoons finely chopped
green pepper (optional)
Roquefort Dressing
Dressing
1/2 teaspoon salt
Few grains pepper 1/4 cup mayonnaise or salad
1/8 teaspoon paprika dressing
1 tablespoon lemon juice 1/4 teaspoon dry mustard
2 teaspoons tarragon vinegar 1 teaspoon sugar
6 tablespoons salad or olive 1/4 teaspoon salt
oil 1/8 teaspoon pepper
one two-ounce package 1/8 teaspoon paprika
Roquefort or Blue cheese 1 tablespoon cream

1. Wash and crisp lettuce, dry, tear 1. Prepare cabbage and onion, and
leaves into bite-sized pieces, and put in green pepper, if used, just before mak-
salad bowl. ing dressing.
2. Scrub cucumber and radishes, and 2. Put all ingredients for dressing in
cut into paper-thin slices. Do not pare. mixing bowl, and mix thoroughly.
3. Peel onion, and cut into paper- 3. Add prepared vegetables, and mix
thin slices. until well coated with dressing.
4. Wash tomato, peel, and cut into 4. Let stand in refrigerator for about
eighths. 1/2 hour before serving to chill and
5. Put prepared vegetables in salad blend flavors.
bowl with torn lettuce, and toss gently
with two forks to mix.
6. Put all ingredients for dressing,
except Roquefort or Blue cheese, in
covered jar, and shake until well
mixed.
7. Crumble Roquefort or Blue
cheese over salad ingredients just be-
fore serving, pour on dressing, and toss
to coat all pieces of salad.

VARIATION: Use a variety of salad

greens either with the lettuce or instead
of it.

112
 III. Match the words general in meaning on the left with the
words associated with them on the right. Memorize the words. Use
them in sentences or situations of your own.

1) beverage a) beef, veal, mutton, lamb, pork;

2) tableware b) rabbit, hare, grouse, pheasant, pigeon, par-
tridge;
3) cutlery c) fruit juice, iced tea, coffee, beer, wine, milk
shake;
4) kitchen utensils d) basil, bay leaves, chili, mint, rosemary, caraway;
5) dairy produce e) chicken, duck, goose, turkey;
6) liquor f) gin, rum, tequila, whisky, liqueur;
7) meat g) canapé, juice, cold meats, seafood cocktail;
8) poultry h) knives, forks, spoons;
9) game i) highball, beer mug, wine glass, pitcher, water
tumbler, champagne goblet;
10) fruit j) cornflakes, barley, oatmeal, rice;
11) vegetables k) tureen, sauce boat, bread basket, soup plate,
salad bowl;
12) spice l) milk, cheese, cream, curds, yoghurt;
13) cereal m) pineapple, grapes, pomegranate;
14) glassware n) frying pan, saucepan, spring form;
15) appetizer o) spinach, brussel sprouts; cauliflower, egg-
plant, celery, broccoli.

IV. Complete the sentences by filling in the following table. Con-

nect the figures (1-8) with the letters (a-h).

1) Because we had been advised a) which was the speciality of the

to book early, ….
2) Although the choice of items
on the menu was very extensive,
…..
3) A long menu always worries
me, …..
4) For my main course I chose
the pepper steak, …..
5) Although the quality of meat
was good, ….
113
day.
b) because a large menu often
means a large freezer.
c) it had been baked on the
premises.
d) for the class of restaurant.
e) we managed to get a nice table
with a view to the quay.
f) it was rather traditional.
g) the steak was a little underdone.
6) The vegetables were fresh ….. h) but they came in very small
7) The bread was fresh because …. portions and were rather over-
8) The bill was acceptable ….. cooked for my taste.

V. Make up the questions to which the following statements will

be the answers:

Q.: …..
A.: For one thing, fast food outlets are spotlessly clean, for another
thing, the service is incredibly fast.
Q.: …..
A.: Even if one isn’t in a hurry, he is in, fed and out in ten minutes’
time.
Q.: …..
A.: This kind of establishment obviously caters for young people in
a hurry. A lot of customers even prefer to eat standing though
there are seats available. It reminds one of a motorway filling
station.
Q.: …..
A.: The menu doesn’t offer a wide choice of dishes. It is confined
to a variety of hamburgers, some salads, pies, French fries and
milk shakes.
Q.: …..
A.: Burgers themselves are rather tasteless but there is always a
large selection of relishes to make them tastier.
Q.: …..
A.: If you want a quiet and romantic evening with a friend, you
may go to a cosy small restaurant serving ethnic food and try
some exotic dish, e.g. rose-petal salad.
Q.: …..
A.: A takeaway is hot cooked food that you eat somewhere else,
such as at home. It is very popular in the USA as it is less
trouble.
Q.: …..
A.: Eating out is very popular in the USA. Americans spend 43
cents of every food dollar on food prepared away from
home.
114
 VI. Agree or disagree with the statements. Give your reason. The
following phrases may be helpful:

(Not) quite so… That depends …

I fully agree with … I don’t think so …
I can’t agree here … On the contrary …
From my point of view … As I see it …
In my opinion … In addition …
I’m of the same opinion … Furthermore …
I should say it’s only partly true …

1. American cooking is cosmopolitan.

2. Every region in the USA is known to have its own cuisine.
3. Health food enthusiasts eat all food uncooked.
4. The traditional American diet hasn’t undergone any changes for
the last two centuries.
5. Dinner with friends and family has always been a special way of
enjoying and sharing.
6. Being a pragmatical nation, the Americans estimate only the
nutritional value of food.
7. There has been growing public awareness of the importance of a
healthy diet lately. Such a diet is low in fat and rich in fruit and vege-
tables.
8. In the United States, speed is a very important factor. People do
not want to waste their time eating.

VII. Answer the questions. Begin your answers with:

I suppose/believe … As far as I know … As a rule … That de-

pends … Actually … As a matter of fact … Frankly/strictly
speaking … To tell the truth … As far as I can judge …

1. What changes are taking place in «food styles» in America?

2. Is there traditional American cuisine?
3. Why is international food so popular in the USA?
4. What are the reasons for the popularity of «health food»?
5. Do you think the diet of vegetarians is well-balanced nutrition-
ally?

115
 6. Can you explain the expression «a strong Creole accent to Lou-
isiana’s food»?
7. Why are fast-food restaurants expanding so rapidly? What
makes them so popular?
8. How is America’s attitude toward food changing?
9. What importance do the Americans attach to food?

VIII. Translate into English:

ПАСТУША ЗАПІКАНКА
(Shepherd’s pie)

Вам потрібно: 1 кг. картоплі; 50 г. масла; 20 г. мо-

лока; 400 г. баранини; 3 жовтки;
50 г. цибулі; 50 г. зелені селери; час-
ник; сіль; чорний молотий перець;
50 г. петрушки.

Дрібно посікти цибулю, часник, селеру і обсмажи-

ти до м’якості. Додати баранину, порізану невеликими
шматочками, петрушку, сіль, перець, тушкувати до
готовності.
Приготувати картопляне пюре, змішати його з жо-
втками і викласти в форму, змазану жиром.
На середину картопляної маси викласти м’ясну на-
чинку, накрити шаром пюре і запікати в духовці 30—
35 хвилин.

IX. Render into English:

ВІДНАЙДЕНИЙ СПАДОК

В 70-х роках минулого століття Британія переживала економі-

чний хаос. Їжа в той час повсюди була жахлива. Обід у белфаст-
ській школі мимоволі асоціювався з антиутопічними жахами —
варена капуста, картопляне пюре з підозрілими грудочками і
м’ясо, що на смак нагадувало варений черевик.
Економічний бум часів місіс Тетчер знову надав нам упевне-
ності у власних силах. Пережила відродження і національна бри-
116
танська кухня. Правда, зарозумілі французи та італійці до цього
часу ставляться до неї з підозрою, — але це й зрозуміло: кому
хочеться втрачати першість? Спробуємо описати один день в Ан-
глії з гастрономічної точки зору.
Отже, традиційний англійський сніданок: смажений бекон,
пара сосисок, кров’яна ковбаса, трохи грибів, помідори, яєчня і
розігріті боби. Втім, у Північній Ірландії все це називається
«Ольстер Фрай» і їдять його не тільки ранком. Колись затаврова-
на як «інфаркт на тарілці», ця страва повернулася до нас в усьому
блиску слави.
Приблизно о першій дня ви, певно, знову зголодніли. Настав
час обідати. Вибір великий — від примітивної лазаньї, розігрі-
тої у мікрохвильовій печі до екзотичних витворів із неймовір-
них інгредієнтів. Як правило, завжди добрий «Санді роуст»:
смажена свинина (баранина, яловичина) із смаженою картоплею
та іншими овочами з густою підливкою. Хоча багато людей обі-
дають або вечеряють так щодня, в принципі, це традиційна не-
дільна страва.
Розмова про традиційну британську кухню буде неповною без
згадки про нашу славну дичину. Колись привілей багачів, тепер
смажений фазан, качка чи перепілка, смажений кабан або тушко-
ваний кролик особливо популярні на вечерю. На десерт найімо-
вірніше буде традиційний пудинг з яблуками (або іншими фрук-
тами), а насамкінець — наші чудові сири, які (по секрету) значно
смачніші за французькі.
Якщо після такої ситної вечері ви в змозі з’їсти ще щось, ви
прямуєте до найближчого пабу — випити склянку-другу і
з’їсти традиційний пакетик смаженої риби з картоплею. Це не
просто страва — це невід’ємна частина нашої острівної історії.
Її любить королівська сім’я. Прем’єр-міністр теж каже, що лю-
бить (хоча в цьому випадку, можливо йдеться про любов до
голосів виборців).
На такій дієті важко зберегти струнку фігуру і багато британ-
ців не доторкаються до більшості описаних страв. Чинячи так,
вони не тільки відмовляються від чудової їжі, а й нехтують знач-
ною частиною нашого національного спадку. В решті-решт, не-
обов’язково з’їсти все і одразу.
Я з повною відповідальністю заявляю, що з кулінарних задві-
рків Європи, британська кухня перетворилась на одну з найкра-
щих. Приїздіть і переконайтесь самі!

Девід Макдауел

117
 X. Role play.

GB Electrics is a small company specializing in household appli-

ances. They have developed an espresso coffee-maker, the GB ex-
press. Before putting it on the market they are holding a marketing
meeting to decide:
a) whether to sell it at all;
b) if they sell it, which people it would appeal to;
c) how to advertise it.
Work in groups of 4 or 5 with the roles outlined below. Try to balance
the «pros and cons» while making your points. Decide what to do about
the machine. Each group then should report its conclusions to the class.

Roles:
The Managing Director. Points out that coffee consumption has
been around the same level as tea consumption lately. Although its
quality is rather poor, the British public are slowly beginning to de-
velop a taste for real coffee. Says he/she still has an open mind.
The Design Manager. Comments on the consumer reaction to the
machine. Feels the public has to be educated to like real coffee.
Market Researcher A. Has come to the conclusion that most peo-
ple don’t really like coffee. Thinks the machine is up-market and the
sales will be confined to the well-off. Favours small-scale advertising
campaign, concentrated on food/home type magazines. Wouldn’t op-
pose scrapping the whole project.
Market Researcher B. Points to huge success of filter-machines.
Reckons the espresso-machine will take over and the filter-machine
users are the target market.
The Sales Manager. Has price survey to report. Is optimistic
about price per cup but pessimistic about the price of the machine. All
in all, thinks it’s worth trying but doesn’t expect volume sales.

Market Research
Consumer reaction to machine

Excellent, easy to use and clean 21%

Good, but takes time to use and clean 19%
Fair, but takes too long to use and clean 30%
Poor, too awkward to use and clean 20%
No definite reaction 10 %

118
 Price Survey

Coffee Cost of machine Cost per cup

Instant — 2 ½ — 3 p.
Coffee bags — 6 p.
Filter machine £ 15—30 7 p.
Jug £ 2—5 7 p.
GB express £ 70 5 p.

119
 Unit

PART І
BRITISH WEATHER
WHAT’S THERE TO SAY ABOUT BRITAIN’S WEATHER?
PLENTY, IT SEEMS
Britons have never been blessed with particularly interesting
weather. They seem to spend most of their waking hours under a grim
blanket of clouds.
So why is the British Broadcasting Corporation planning to devote
three new broadcasts a week exclusively to the weather? And how to
explain that by the end of October Britain will have two new 24-hour
all-weather cable stations in operation?
In short, what is there to say?
Plenty, apparently. Britons love talking about the weather.
«We’re obsessed by the weather because it’s a wonderful opening
gambit for a shy race,» said Bill Giles, the BBC’s senior broadcaster.
«It’s the only way we’d talk to anyone without being introduced,»
he said. «With Americans, you can know their life history within 10
minutes of meeting them, but here, we can sit in a train compartment
for five hours and just say, «It’s a fine day, isn’t it?»
Mr. Giles said that while it is true that British weather often appears
gloomily uniform, each day actually brings many fascinating variations.
«We don’t get your dramatic weather — the hurricanes, the torna-
does,» Mr. Giles said. «Our weather, however, is much more variable,
only gentler. We can have all four seasons in one day. What we have
now is not what we might have in an hour.» But that presents a real
problem for weather announcers in Britain, where weather is depend-
ent on the lightning-quick vicissitudes of the ocean, the Gulf Stream
and whatever winds happen to be blowing in from places like Siberia
and Continental Europe.
While there are some definite regional differences — Scotland is
colder than England, and the West sunnier than the East — the na-
tional picture, broadly speaking, is often depressingly change-free. It
is, quite simply, cloudy every day.

120
 «That’s what makes it difficult,» agreed Louise Lear, a weather
announcer on the new British Weather Channel, an offshoot of the
U.S. cable station. «If you get too detailed and say, «The day will be
misty and the sun will break through and the clouds will come back
again and the sun will break through again and then the clouds will
come back,» people will turn off. You have to prioritize.»
Britons take their weather so seriously that in polls commissioned
recently by the Weather Channel, the British scored higher in weather
appreciation than the residents of any other country surveyed.
With all the obsession about weather, it is fair to ask what Britons
want, weather-wise.
It is hard to say.
By necessity, the definition of a nice day here seems to be a day
that does not rain and has at least several minutes of sun in it.
Unless, of course, it is too sunny.
Last August, an unprecedented spell of summer sun swept in, with
miraculous blue skies and temperatures in the high 20s Celsius (80-s
Fahrenheit). But it wasn’t quite good enough for the British, who, Ms.
Lear said, «are notorious for complaining and moaning — it’s too hot,
too cold, it rains all the time, it doesn’t rain enough.»
As Mr. Giles explained, «We don’t like it if we have the same
weather for more than four or five days at a time.»
«You have to be very careful,» he continued.
«If you say, «There won’t be any rain,» you have to remember that
a lot of people want rain, so you mustn’t smile when you say it.»

Vocabulary notes

bless, v. благословляти, ощасливлювати;

grim, a. похмурий;
to be in operation працювати, функціонувати;
obsess, v. володіти думками, переслідувати (про
думки);
gloomily, adv. похмуро;
uniform, a. постійний, одноманітний;
fascinating, a. чарівний, захоплюючий;
variable, a. нестійкий, несталий, мінливий;
lightning-quick, a. блискавичний;
vicissitude, n. зміна, мінливість, чергування (дня і ночі);
change-free, a. незмінний;

121
commission, v. замовляти, доручати;
poll, n. опит громадської думки;
score, v. здобувати очки; вигравати;
appreciation, n. оцінка, розуміння, (правильне) сприйняття;
survey, v. робити огляд, вивчати, досліджувати;
weather-wise, adv. стосовно погоди;
in the weather просто неба;
in all weather(s) за будь-якої погоди;
to weather a storm витримати шторм;
weatherman метеоролог;
weather service метеорологічна служба;
sweep in, v. вриватись, раптово з’являтись;
spell, n. проміжок часу, період; приступ, напад;
a cold spell холодна пора;
a spell of fine weather період гарної погоди;
a spell of ill luck період невезіння;
a coughing spell приступ (напад) кашлю;
moan, v. стогнати;
notorious, a. горезвісний; той, що має погану репутацію

I. Match the words from the text with their corresponding defini-
tions on the right:
1) gambit a) a storm with a strong fast wind;
2) hurricane b) a powerful flash of light in the sky passing from
one cloud to another or to the earth, usually fol-
lowed by thunder;
3) tornado c) to treat smth. as more important than anything else;
4) lightning d) a survey in which people are asked their opin-
ion about smth., usually in order to find out how
popular smth. is and so on;
5) vicissitudes e) the changes in circumstances at different times
or in the development of sth.;
6) prioritize f) an action or set of actions in a situation or game
which you do in order to try to gain an advantage,
but which often involves taking a risk;
7) poll g) a violent storm whose centre is a cloud in the
shape of a funnel;
8) in operation h) gain an advantage over someone else by win-
ning more points
9) score i) is said of something that is working or being
used as a machine, plan or scheme;
122
 II. Complete the following sentences:

1. It is true that British weather often appears …

2. Yet the British say, the weather in Great Britain is so variable,
that they can have …
3. The weather in Britain depends on …
4. The definition of a nice day for Britons seems to be …
5. The British are so obsessed by the weather because for one thing
….. and for another thing …
6. … presents a real problem for weather announcers in Britain.
7. If a weather announcer gets too detailed …
8. It is rather difficult to say … … weather-wise.
9. … that in polls commissioned recently by the Weather Channel …
10. Britons don’t like it if they have …
11. An accidental spell of hot summer weather makes Britons …
12. … proves that Britons are notorious for …
13. A good weather announcer has to remember that a lot of people
…, so …

III. Match the words on the left with their synonyms on the right.
There may be more than one synonym of one word.

dreary
downpour
misty
evaluation
apparently gloomy
moan foggy
appreciation
shower
announcer
broadcaster
miraculous exceptionally
uniform changeable
grim inhabitant
rain fluctuation
offshoot inspect
exclusively wonderful
variable ups and downs
actually really
resident identical
vicissitude indeed
variation
groan
survey
evidently
branch
123
 IV. Supply the correct word from the box for each space in the
sentences of the text given below:

rain week intensify

faced predicted particularly
levels heavy threatened
same forecast flooded
moving towns

Britain faced the prospect of more _____ and gales as forecasters

on Friday _____ rough weather for this weekend and next _____ in an
already soggy country.
More towns _____ misery from flooding as water _____ in parts
of the country continued to rise on Friday. About 3,000 homes have
been swamped and the torrent of water is on the _____ scale as the
great floods of 1947, the Environment Agency said.
_____ rain and near gale-force winds are _____ for Sunday with
prediction that they will _____ on Monday and last unti 1 Tuesday.
The storms are expected to batter Wales and Western England before
_____ to the East.
Yorkshire was _____ hard hit on Friday, while the river Severn
again _____ the low-lying _____ in central England which have been
_____ for several days.

V. Make up sentences of your own with the words and expres-

sions given below:

offshoot n to be dependent (on) spell n.

(to be) in operation vicissitude(s) n. complain of/about
(to be) obsessed break through v. smth v.
by/about smth prioritize v. notorious for smth
present a problem survey n. uniform a.
sweep in v. weather-wise adv. lightning-quick a.
score v. appreciation n.

124
 VI. Make up questions to which the following statements will be
answers:

Q. …..
A. It is true, that the climate in Britain has notable lack of extremes.
It doesn’t usually get very cold in the winter or very hot in the
summer.
Q. …..
A. The image of a wet, foggy land was created two thousand years
ago by the invading Romans and has been perpetuated in modern
times by Hollywood.
Q. …..
A. In fact, London gets no more rain in a year than most other major
European cities.
Q. …..
A. Generally speaking, the amount of rain depends on the geo-
graphic location of a place. The further west you go, the more
rain you get.
Q. …..
A. Snow is a regular feature of the higher areas only. In lower-lying
parts a whole winter may go by without any snow at all.
Q. …..
A. Extremes are rare and disastrous: a bit of snow and a few days of
frost and the trains stop working and the roads are blocked.
Q. …..
A. If the thermometer goes above 80o F (27o C) people behave as if they
were in Sahara and the temperature makes front-page headlines.
Q. …..
A. These things happen so rarely that it is not worth organizing life
to be ready for them.
Q. …..
A. This problem has become so serious that the television weather
forecast now regularly issues warnings of «poor air quality». On
some occasions it is bad enough to prompt official advice that
certain people (such as asthma sufferers) should not even leave
their homes.

VII. Answer the questions. Begin your answers with:

I suppose/believe … As far as I know … As a rule … That de-
pends (on) … Actually … As a matter of fact … Frankly/strictly
speaking … To tell the truth … As far as I can judge …

125
 1. Why are the Britons obsessed by the weather?
2. Does British weather often appear uniform?
3. What is the main problem for weather announcers?
4. What is the weather in Great Britain dependent on?
5. Is the weather the same all over the country?
6. What do the polls commissioned by the Weather Channel show?
7. Why do you think the British complain about the weather?
8. What do the British want weather-wise?
9. Why is the weather called a wonderful opening gambit for a shy
race?

VIII. Agree or disagree with the statements. Give your reasons.

The following phrases may be helpful:

(Not) quite so; That depends;

I fully agree; I don’t think so;
I’m of the same opinion; On the contrary;
I should say it’s only partly true; I can’t agree here;
I shouldn’t say so;

1. The British are notorious for complaining about the weather.

2. People in Great Britain are obsessed by the weather.
3. The weather is depressingly uniform, with no variations.
4. There may be all four seasons in one day.
5. The British are only too happy when hot sunny weather lasts for
a long time.
6. The British scored higher in weather appreciation than the resi-
dents of any other country.
7. It is quite easy to say what Britons want weather-wise.
8. The Gulf Stream is the main weather-forming factor for Great
Britain.

IX. Translate into English:

(You may find useful tips in ex I and II part 2)
1. За хвилину буде злива, а я забув парасольку вдома. Ходімо
швидше, я не хочу потрапити під дощ.
2. Під час грози небезпечно ховатися під деревами. Блискавка
може влучити в дерево.
3. Ти слухав прогноз? Цікаво, яка буде погода сьогодні?
126
 4. Ще вранці йшов дощ, а з полудня погода змінилася. Підмо-
рожує. Завтра на дорогах буде слизько.
5. Сніг в горах швидко розтанув і ріки вийшли з берегів. Бу-
динки в деяких селах підтоплені.
6. Дощ ще йде? — Дощ? Злива! Не виходь, а то застудишся.
7. На завтра прогнозують шквальні вітри і зливи. Рівень води
в річках піднявся до загрозливого рівня. Низинним районам зно-
ву загрожує повінь.
8. Небо затягнуте важкими сірими хмарами, і дме сильний хо-
лодний вітер. Давай нікуди не підемо.
9. Цього року ніхто не може поскаржитись на погоду. Осінь
навдивовижу м’яка і тепла.
10. Який чудовий день! Чому б нам не піти на прогулянку?
11. Опити громадської думки показують, що людей турбує стан
довкілля.
12. Дуже неприємно, коли починається відлига. Сніг перетво-
рюється на сльоту і машини розхлюпують брудну воду.
13. Іній блищить на сонці після морозної ночі.
14. Минула зима була дуже тепла і ріки не замерзли повністю.
Іноді йшов сніг, але він відразу ж танув.
15. Він постійно думає про погоду. Він слухає прогноз по 3-4
рази на день.

X. Act as an interpreter.

Dialogue А

— What do you think of this weather we are having?

— Як на мене, надто жарко. Вчора був хоч невеличкий віте-
рець, а сьогодні мені просто нічим дихати.
— Neither can I. I thought it was supposed to get cooler today.
— Я теж так думав. Саме так метеоролог і сказав у повідом-
ленні про погоду, правда?
— They can’t predict the weather, can they? Not with all that
pollution and greenhouse effect.
— Прогнозувати погоду стає все важче. Вона дуже змінилась
останнім часом. І весь час відбуваються якісь стихійні лиха —
повені, урагани, засухи (drought).
— It can’t be healthy, all this sun. And there is no wind at all —
the air is so thick and close.
127
 — Це, певно, якийсь атмосферний фронт, що прийшов з Се-
редземного моря або з Африки. Наша погода залежить від вітрів,
що приносять гаряче повітря з найвіддаленіших місць і від най-
менших змін в океані.
— OK. It’s no fun standing here. Let’s get in. At least, it is cooler
inside.

Dialogue В

— Впродовж останніх кількох років влітку в Європі і Північ-

ній Америці дуже спекотно. Особливо страждають великі міста,
де задушливий смог значно погіршує ситуацію. Як все це впливає
на здоров’я людей?
— A series of sweltering summers has pushed air pollution up
the public health agenda. In hot sunny weather with little wind ex-
haust emissions react with gases in the sunlight and create choking
smog.
— Автомобілі у великих містах є одним з головних чинників
забруднення. Вуличний рух дуже інтенсивний і весь час зростає.
Як може бути вирішена ця проблема?
— For one thing, further restriction on using individual vehicles
will be imposed. For another thing, new cars are becoming cleaner.
Levels of primary pollutants are expected to fall.
— Безперечно, зменшення вуличного руху зробить повітря
чистішим. Але як можна змусити людей менше користуватися
автомобілями?
— The most prospective ways may be pedestrianisation (that is
turning city centres into walking areas), removing central parking fa-
cilities and urban road pricing.
— Чи проводилися якісь дослідження або опити громадсь-
кої думки, щоб з’ясувати, як мешканці міст ставляться до цих
заходів?
— Opinion polls and surveys show strong support for banning
private cars from city centres.
— Чудово. Але це справа часу. Мине принаймні кілька ро-
ків, поки екологічний стан міст поліпшиться. А що робиться
зараз?
— Meanwhile city authorities are setting up air monitoring net-
works and issuing health warnings during pollution episodes.
128
 Dialogue С

— Послухай, Джуді, чому б нам не поїхати до Шотландії на

вихідні?
— Це дуже далеко.
— Не дуже. До того ж, дорога дуже гарна і ми можемо діста-
тися туди дуже швидко.
— В Шотландії часто холодно в цю пору року. Може навіть
буде сніг.
— Може, але думаю, що не буде.
— Не знаю. Зараз лютий, а я боюсь керувати машиною, коли
йде сніг. Дороги стають слизькими. До того ж, ми можемо не
знайти місця в готелі.
— Це не проблема. Я замовлю номер по телефону.
— Можливо, це й непогана думка. Зрештою, погода може бу-
ти чудовою.
— Давай подивимось прогноз погоди по телевізору. Якщо в
Шотландії буде сніг, ми поїдемо туди, де погода ясна, сонячна і
суха — в Уельс або в Лондон.

Dialogue D

1.Complete the open dialogue:

— Look. It’s just the right spot for a picnic lunch.

— Yes, the very place _____. Here is a nice stretch of grass and a
lovely big tree to keep the sun off.
— Don’t you see it’s too damp to sit _____?
— Oh, no, I think it is _____ after yesterday’s sunshine. Who says
English weather is _____? It hasn’t rained for at least 48 hours.
— Don’t speak too soon. Look at the sky! There is ____.
— Oh, it isn’t big enough to do any harm. Where is our picnic
basket? I’ll unstrap it.
— Don’t be too quick. I’ve just felt a spot of _____ on my arm.
— Oh, dear, it’s _____.
— We’d better _____.
— Where to? There is no shelter in sight.
129
 — What about that pub _____?
— It’s much too far away. Look, there’s a barn over there, let’s
_____.
— I don’t think the rain will last long.
— Long enough for us to _____ to the skin unless we hurry.
2.Compose your own dialogues.

PART ІІ
WEATHER AND MOOD

Hippocrates, the father of medicine, observed in the 4th century

BC that «whoever wishes to pursue the science of medicine must first
investigate the seasons of the year and what occurs in them».
People who suffer from SAD (Seasonal Affective Disorder) are
depressed, predisposed to overeat and need a great deal of sleep. The
disorder is linked directly to the amount of light travelling through the
optic nerve. The acronym first hit the headlines in the early ‘80s of the
XXth century. Many SAD sufferers have been successfully treated
using light therapy.
Countries in the higher altitudes (including Sweden, Finland,
Alaska, Iceland) often suffer psychological and sociological problems
through lack of sunlight, with high rates of suicide, depression and al-
coholism. The inhabitants of the world’s most northerly city —
Tromso, Norway — have to endure two months in darkness. The re-
sult is bio-rhythmic confusion: many people can’t sleep, feel as if they
have jet lag, put on weight.
Local winds such as le Mistral can have effect on mood. Le Mistral
is a strong, dry, cold wind that blows through the Rhone Valley and
the South of France to the Mediterranean. Symptoms include tired-
ness, headaches, insomnia, bad temper.

I. Read and translate the following definitions. Memorize the words:

sleet — frozen rain; ice falling in fine bits;
drizzle — a fine misty rain;
hail — frozen rain drops which fall as little hard balls;
cloudburst — a sudden very heavy fall of rain;
slush — partly melted, watery snow;
hoarfrost — white frost, especially that seen on the grass after a
cold night;
130
gust — a sudden strong rush of air or of rain, smoke, etc.
carried by wind;
blizzard — a long severe snowstorm;
torrent — a very fast flow of liquid, especially water in rivers
or as rain;
whirlwind — a tall pipe-shaped body of rapidly circling air.

II. Read the weather forecasts and find the equivalents of the
Ukrainian words in the box:

Сильні зливи; високий атмосферний тиск; ясно і сонячно;

дощ із грозою; місцями туман; півострів; сильні вітри;
поширюватися; решта Середземномор’я; хмарність
збільшиться; туман розсіється; погода залишиться сталою;
зрідка зливи; періоди сонячної погоди; легкий порив (снігу,
вітру); мжичка (дрібний дощ); часом/іноді; мокрий сніг;
атмосферний фронт; повінь; очікуватися; забезпечувати; в
небезпеці; по-зимовому морозно; нестійка погода.

EUROPE TODAY EUROPE TODAY

Most of Scandinavia will be cold
and wintery with snow showers but
Denmark will be mainly dry. Central
and eastern Europe will be cold with a
lot of cloud and some light flurries of
sleet or snow. There will also be
patches of freezing fog, which may be
slow to clear in lowlying areas.
North-west Europe will be mild but
Atlantic fronts will bring wind and rain
to western France and parts of the
British Isles.
Much of the Mediterranean will be
unsettled with spells of rain. Western
Spain and Portugal are at risk from lo-
cal flooding.
Five-day forecast
The central and western Mediterra-
nean will remain unsettled. Italy will be
very wet later in the week.
North-west Europe will be mild but
windy and changeable. Northeast
Europe will stay wintery but central
Europe should become warmer.
North and east France will have
showers. The rest of France and the
Iberian peninsula will be dry. Sweden
and north Finland will be cloudy with
drizzle. The rest of Scandinavia and the
Low countries will have showers.
Germany and the western Czech Re-
public will be cloudy with rain. The
Alpine region will have showers and
heavy rain in the south. Italy will have
heavy, thundery rain in the north, and
heavy showers elsewhere. Greece will
have heavy showers. The Balkans will
have showers.
Five-day forecast
Western Europe will be dry tomor-
row, but it will become unsettled with
rain from Sunday. Scandinavia will be
fair over the weekend, but southern
parts will be wet next week. Greece
and Italy will have heavy showers,
spreading to northern parts on Monday.

131
 EUROPE TODAY EUROPE TODAY
The Benelux countries and north- Southern Scandinavia will have rain
ern Germany will have a mixture of at times. Northern Scandinavia will be
sunshine and cloud. Southern Germany cloudy with occasional snow. Northern
and northern France will have showers. and western France, the Low Countries
Showers are also expected in eastern and Denmark can expect rain. South-
France, but southern France will be dry eastern France, Germany and Alpine re-
with sunny periods. There will be gions will have sunny spells, as will the
thunder and rain over the Pyrenees and Balkans. North-eastern Europe will be
north-eastern Spain. The rest of Spain cloudy with rain. The remainder of east-
and Portugal will be mainly dry and ern Europe will be mainly cloudy but dry.
sunny. Northern Italy will have the oc- The Iberian peninsula can expect showers
casional shower but the south will re- and Italy and Greece will have sunny
main sunny. Greece, southern Turkey spells. The remainder of the Mediterra-
and the western Balkans will also be nean will be sunny.
sunny. Five-day forecast
Five-day forecast Western and northern Europe will
During the next few days, high be unsettled with rain at times. Eastern
pressure will ensure north-western Europe will be mainly dry. The Iberian
Europe remains settled. In the second peninsula can expect heavy showers.
half of the week, western Europe will The eastern Mediterranean can expect
become increasingly cloudy and wet. showers and strong winds. The western
The Mediterranean will remain settled. Mediterranean will have showers.
III. Match left and right. There may be several epithets to one word:
heavy
hard
light
pouring
acid
slight
maritime
gale-force
insular
strong
frost temperate
climate new-fallen
rain thick
wind tropical
snow slight
weather soaking
fair
dense
dull
gusty
melting
continental
sweltering
nasty
polar
fine

132
 IV. Complete the sentences by filling in the following table. Con-
nect the figures (1-8) with the letters (a-h):

1. Stephen said they didn’t stay a) it has without doubt caused

on the beach very long ...
2. Scattered showers are ex-
pected in the afternoon ...
3. Hurricane-force winds bat-
tered much of the southern coast
in the small hours .....
4. As it was only drizzling ...
5. The trees that were blown
down in last night’s storm .....
6. Although we don’t notice the
effects of industrial pollution at a
local level ...
7. The floods destroyed some
smaller bridges ...
8. Only when the forest fire has
moved well away from the city ...
climatic warming.
b) have been moved off the road.
c) so don’t forget to take your
umbrella.
d) as the day was absolutely
sweltering.
e) we didn’t put our umbrellas
up.
f) and at least 13 people were
injured , hit by falling trees and
masonry toppled in the gales.
g) its residents will be allowed to
return to their homes.
h) but left the main one un-
touched.

V. Make up questions to which the following statements will be

the answers:

Q.: .....
A.: It is rather hard to generalize. America is a land of physical
contrasts including the weather.
Q.: .....
A.: The USA lies in different climate zones ranging from arctic (in
Alaska) to tropical (the southern part of Florida). The gap be-
tween the warmest and the coldest temperatures on a given day
may reach 70 degrees Fahrenheit (40 degrees Celsius).
Q.: .....
A.: Most of the USA, though, is in a temperate zone with four dis-
tinct seasons.
Q.: .....
A.: They certainly do. Thus, the West coast temperatures are mod-
erated all year round by westerly winds from the Pacific Ocean,
and as a result the weather on the coast is cool in summer and
mild in winter. I can also mention the Gulf of Mexico in the
Atlantic Ocean with its hot winds that often bring typhoons.

133
Q.: .....
A.: It is rather insignificant. The Gulf Stream has far less influence
upon the climate of the USA than that of West Europe.
Q.: .....
A.: Rainfall diminishes gradually from north to south. It also de-
pends on the season of the year. Thus on the West coast it often
rains in winter but summers are very dry.

VI. Agree or disagree with the statements. Give your reasons.

The following phrases may be helpful:

(Not) quite so; That depends;

I fully agree; I don’t think so;
I’m of the same opinion; On the contrary;
I should say it’s only partly true; I can’t agree here.
I shouldn’t say so;

1. People all over the world suffer from seasonal affective disorder.
2. Lack of sunlight results in bio-rhythmic confusion.
3. People’s mood is directly linked to the amount of light travel-
ling through the optic nerve.
4. SAD may cause serious psychological and sociological prob-
lems.
5. People who have to endure the polar night feel as if they have
jet lag.
6. SAD is incurable.
7. Hippocrates argued that human health was not connected with
or dependent on the seasons of the year and natural phenomena.
8. The symptoms of SAD are insomnia and tiredness.
9. The acronym SAD first hit the newspaper headlines in the late
‘20s.
10. Winds hardly likely affect people’s mood.

VII. Answer the questions. Begin your answers with:

I suppose/believe … As far as I know … As a rule … That de-

pends (on) … Actually … As a matter of fact … Frankly/strictly
speaking … To tell the truth … As far as I can judge …

134
 1. Who first observed the connection between people’s health and
natural phenomena?
2. What causes seasonal affective disorder?
3. Inhabitants of what countries are mainly predisposed to this dis-
ease?
4. What are the symptoms of SAD?
5. When did the acronym SAD first hit the headlines?
6. Are countries in higher altitudes faced only with medical prob-
lems because of lack of sunlight?
7. Are there any means of curing SAD?
8. What is bio-rhythmic confusion?
9. Is lack of sunlight the only reason for SAD?

VIII. Translate into English:

ПРОГНОЗ ПОГОДИ

Наступного тижня в Україні очікується нестійка погода.

У західних районах хмарно, пройдуть дощі. Можливі зливи і
грози, що супроводжуватимуться сильними вітрами. Рівень води
в гірських річках підніметься, але містам і селам по берегах Кар-
патських річок підтоплення не погрожує.
На півночі прохолодно. Вранці місцями туман, але вдень по-
года проясниться. Часом зливи. Під час злив вітер сильний, по-
ривчастий.
На решті території України переважно сухо.
На сході триває період сонячної теплої погоди. Він обумовле-
ний атмосферним фронтом з Атлантики. У найближчі 2-3 дні ма-
си теплого сухого повітря повільно переміщатимуться у центра-
льні і північні райони. Денна температура підвищиться на 3-5о С.
На півдні тепло, сонячно і ясно. Чудова погода для відпочи-
ваючих. Море тепле. Температура води біля Ялти 23о С

IX. Render into English.

ВЗИМКУ МИ ТОВСТІШАЄМО І ВПАДАЄМО В ДЕПРЕСІЮ

Взимку, коли світловий день триває всього 8 годин, а небо за-

тягнуте важкими сірими хмарами, багато людей почуваються не
дуже добре. В північних країнах, де сонце з’являється всього на 6
годин за добу, ця проблема ще гостріша. Принаймні так вважа-

135
ють жителі цих країн. І намагаються знайти порятунок у каві.
Але цей напій допомагає далеко не всім. Причиною зимової хан-
дри є те, що люди отримують значно менше сонячного світла,
ніж потрібно. Від цього вони хворіють. Люди стають в’ялими,
дратівливими, підвищується сонливість, вони набирають зайву
вагу. Це називається сезонним емоційним розладом.
Ассошиейтед Прес наводить такі дані: кожен десятий фін схи-
льний до цієї хвороби, а кожен сотий жорстоко страждає від неї.
П’ять відсотків американців з цієї причини змушені звертатися
до лікаря.
Скандинави шукають вихід. У Стокгольмі і Гельсінки
з’явились кав’ярні з незвичайно яскравим освітленням. Його
джерело — спеціальні лампи, що імітують спектр сонячного сві-
тла. Дослідження доводять, що така світлотерапія зцілює від зи-
мової меланхолії. Зручно розташувавшись за столиками, відвіду-
вачі вбирають лікувальне випромінювання. Спеціальні фільтри
затримують шкідливі ультрафіолетові промeні. В особливо сер-
йозних випадках людям доводиться проходити курс світлотерапії
у поліклініках.
Чи займається хтось подібними дослідженнями в Україні? В
управлінні з питань науки Міністерства охорони здоров’я вва-
жають, що в цьому немає сенсу. До того ж, в країні не досить
грошей навіть на пріоритетні напрямки.
На щастя, так думають не всі. Вчені інституту гігієни праці
вважають, що ми всі налаштовані на ритм сонця і світла. Всі про-
цеси в організмі людини, а значить і її працездатність залежить
від кількості світла, що проходить крізь оптичний нерв.
В інституті готують рекомендації з цього питання. Можливо, і
у нас з’являться кав’ярні з цілющим освітленням? Або можна бу-
де купити спеціальну лампу і лікуватися від сезонного емоційно-
го розладу вдома?

X. Role Play.

The heavy rainfall that hit the South East last week threatens the
town of Maidstone with flood. The mayor and the local TV Channel
have decided to invite experts to the studio to discuss the situation.
The programme has a telephone link with spectators who can tele-
phone in to ask questions, make suggestions or express their opin-
ions.
Work in groups of 4 or 5 with the roles outlined below. Each group
should report its conclusions to the class.

136
 Roles:

The host of the programme. Introduces the programme and the

guests, keeps the discussion to the point and makes sure everybody
has an opportunity to express their opinions.
The weatherman. Says that the next two days will bring some
respite for the town but the weekend and most of next week will see
unsettled weather with more heavy rain and showers accompained by
hurricane-force winds.
The mayor. Points out that the town has already been swamped by
water 3 times for the last two years. Says an emergency plan is now in
operation:
— flood patrols have been set up;
— fire crews are pumping water out of the river to try to control
the flow of water;
— the residents have been informed of the situation and given
practical advice.
The Environmental Agency spokesman. Is going to issue severe
flood warnings if rain continues to fall over the next few days. The
river Lavant is already swallen and has approached dangerous levels.
The Agency is watching the situation closely and has instigated
round-the-clock watches on the river.
Head of the flood patrol. Points out that in the villages around the
town cellars are beginning to flood as the water table has risen. Con-
siders it wouldn’t be bad if the council cleans out the drains as the rain
water doesn’t have anywhere to go.

137
 Unit

PART І
SHOPPING

SPENDING MONEY:
SHOPPING IN GREAT BRITAIN

The British are not very adventurous shoppers. They like reliability
and buy brand-name goods wherever possible, preferably with the
price clearly marked (they are not very keen on haggling over prices).
It is therefore not surprising that a very high proportion of the coun-
try’s shops are branches of chain stores.
Visitors from northern European countries are sometimes surprised
by the shabbiness of shop-window displays, even in prosperous areas.
This is not necessarily a sign of economic depression. It is just that the
British do not demand art in their shop windows. In general, they have
been rather slow to take on the idea that shopping might actually be
fun. On the positive side, visitors are also sometimes struck by the va-
riety of types of shop. Most shops are chain stores, but among those
that are not, there is much individuality. Independent shopowners feel
no need to follow conventional ideas about what a particular shop
does and doesn’t sell.
In the last quarter of the twentieth century supermarkets have been
moving out of town, where there is lots of free parking space. As they
do so, they are becoming bigger and turning into ‘hypermarkets’
stocking a wider variety of items. For example, most of them now sell
alcoholic drinks, which are conventionally bought at shops called ‘off-
licences’. They also sell petrol and some items traditionally found in
chemists and newsagents.
However, this trend has not gone as far as it has in some other
European countries. For example, few supermarkets sell clothes,
shoes, kitchen utensils or electrical goods. They still concentrate
mainly on everyday needs. An exception is the first warehouse shop-
ping club in Europe, opened in 1993 in Essex by the American com-
138
pany Costco. Here, ‘members’ (who have paid a small fee) can find
almost everything that a shopper could ever want to buy — at a re-
duced price. Shopping clubs of this kind have spread rapidly all over
the USA. At the time of writing, it is too early to say whether they
will do so in Britain. The move out of town, however, is already well
established, with many of the country’s chain stores following the su-
permarkets into specially built shopping centres, most of them cov-
ered. (Britain has some of the largest covered shopping areas in
Europe.) In 1980 only 5% of shop sales took place in these locations.
In 1994 this figure had jumped to 25%.
The area in town where the local shops are concentrated is known
as the high street (the American equivalent is ‘Main Street’). British
high streets have suffered from the move towards out-of-town shop-
ping. In the worst-affected towns, as many as a quarter of the shops in
the high street are vacant. But high streets have often survived by
adapting. In larger towns, shops have tended to become either more
specialized or to sell especially cheap goods (for people who are too
poor to own a car and drive out of town). Many have become charity
shops (selling second-hand items and staffed by volunteers) and dis-
count stores. Many of the central streets are now reserved for pedes-
trians, so that they are more pleasant to be in.
Even most small high streets still manage to have at least one rep-
resentative of the various kinds of conventional food shop (such as
butcher, grocer, fishmonger, greengrocer), which do well by selling
more expensive luxury items. (Although the middle classes use them,
supermarkets have never been regarded as ‘smart’ or fashionable
places in which to shop.)
The survival of the high street has been helped by the fact that de-
partment stores have been comparatively slow to move out of town.
Almost every large town or suburb has at least one of these. They are
usually not chain stores and each company runs a maximum of a few
branches in the same region.
Shop opening hours. The normal time for shops to open is nine in
the morning. Large out-of-town supermarkets stay open all day until
about eight o’clock. Most small shops stay open all day (some take a
break for lunch, usually between one and two) and then close at half-
past five or a bit later. In some towns there is an ‘early closing day’
when the shops shut at midday and do not open again. However, this
is becoming rarer. In fact, in the last quarter of the twentieth century,
shop opening hours have become more varied. Regulations have been
relaxed. It is now much easier than it used to be to find shops open
after six. In some areas the local authorities are encouraging high

139
street shops to stay open very late on some evenings as a way of put-
ting new life into their ‘dead’ town centres.
But the most significant change in recent years has been with re-
gard to Sundays. By the early 1990s many shops, including chain
stores, were opening on some Sundays, especially in the period before
Christmas. In doing this they were taking a risk with the law. Some-
times they were taken to court, sometimes not. The rules were so old
and confused that nobody really knew what was and what wasn’t le-
gal. It was agreed that something had to be done. On one side were the
‘Keep Sunday Special’ lobby, a group of people from various Chris-
tian churches and trade unions. They argued that Sunday should be
special, a day of rest, a day for all the family to be together. They also
feared that Sunday-opening would mean that shop workers would be
forced to work too many hours. On the other side were a number of
lobbies, especially people from women’s and consumer groups. They
argued that working women needed more than one day (Saturday) in
which to rush around doing the shopping. In any case, they argued,
shopping was also something that the whole family could do together.
In 1993 Parliament voted on the matter. By a small majority, the idea
of a complete ‘free-for-all’ was defeated. Small shops are allowed to
open on Sundays for as long as they like, but large shops and super-
markets can only open for a maximum of six hours.

Vocabulary notes

to shop, v. ходити по магазинах, робити покупки

shop assistant, n. продавець
shopkeeper, n. власник невеликого магазину або кра-
мниці
shoplifter, n. магазинний злодій
shopper, n. покупець
shopping відвідання магазину або магазинів,
щоб зробити покупку
to do one’s (the) shopping робити покупки
shop-window, n. вітрина магазину
to shop around ходити у різні магазини з метою по-
рівняння цін і товарів перед тим, як
зробити покупку
shopping list список речей, які ви хочете купити,
коли йдете за покупками

140
brand name goods товари, вироблені певними фірмами,
(branded goods) як правило, відомими покупцям
to haggle over prices торгуватися з ціллю зменшення цін
conventional, a. звичайний, традиційний, загальнови-
знаний
to stock, v. 1) постачати; 2) мати у продажу; 3)
зберігати на складі
stock, n. запас, фонд
in stock в запасі, в наявності, в асортименті
new (fresh) stock нові запаси, новий асортимент
to renew one’s stock відновити асортимент
trend, n. напрямок, тенденція
kitchen utensils кухонний посуд
to staff, v. забезпечувати персоналом
luxury, n. розкіш
luxury items предмети розкоші
luxurious, a. розкішний
survival, n. виживання
regulations, n. pl. правила, інструкції
to take smb. to court притягнути до судової відповідально-
сті
by a small majority незначною більшістю голосів
warehouse, n. склад
item, n. предмет, виріб, товар

I. Match the words from the text with their corresponding defini-
tions on the right
(a—l):

1) a chain store a) a large shop which is divided into a lot

of different sections and which sells many
different kinds of goods
2) a supermarket b) a shop which sells second-hand items
3) a hypermarket c) a retail establishment that offers goods,
usually consumer durable goods, e.g. re-
frigerators, radios, TV-sets, etc., at prices
well below those normally obtained «in
the high street»
4) an «off-license» d) a shop where you can buy medicine
that has been prescribed by your doctor
and also other medicines, cosmetics, etc.
5) the chemist’s (the e) a warehouse from which members of

141
chemist) (UK) the club can buy a large variety of goods
at a reduced price
6) a drugstore (USA) f) an extremely large supermarket where
you can buy a very wide range of products
7) a newsagent’s (new- g) one of a number of similar shops be-
sagent) longing to the same company
8) a warehouse shop- h) a shop where a large range of things are
ping club sold including medicines, and where you
can also buy and eat simple meals
9) a shopping centre i) a shop which sells beer, wine and other
alcoholic drinks
10) a charity shop j) an area in a town where a lot of shops
have been built close together
11) a discount store k) a shop which sells newspapers and
magazines, and often cigarettes, sweets
and stationery
12) a department store l) a large shop which sells all kinds of
food and household goods. You walk
round the shop and take items yourself
and pay for them all together before you
leave.

II. Complete the following sentences:

1. The British like reliability and buy …

2. Visitors from northern European countries are sometimes sur-
prised by …
3. In general, the British have been rather slow to take on the idea …
4. In the last quarter of the twentieth century supermarkets …
5. Most supermarkets now sell alcoholic drinks, which are con-
ventionally bought …
6. The area in town where the local shops are concentrated is
known as …
7. In larger towns shops have tended to become …
8. Many of the central streets are now reserved …
9. Even most small high streets still manage …
10. The survival of the high street has been helped …
11. The normal time for shops to open …
12. In the last quarter of the twentieth century shop opening hours …
13. In some areas the local authorities are encouraging …
14. On one side were … on the other side were …
15. Small shops are allowed …

142
 III. Match the words on the left with their synonyms on the right.
There may be more than one synonym.

buyers
diversity
storehouse
quickly
unclear
items agent
shoppers traditionally
shabbiness noticeable
prosperous to inspire
variety subsidiary
conventionally goods
warehouse thriving
rapidly disrepair
to concentrate purchasers
representative negligence
branch player
regulations rules
to encourage merchandise
area directives
significant affiliate
confused products
region
to buck up
articles
commodities
to focus

IV. Supply the correct word from the box for each space in the
sentences given below:

SOME WELL-KNOWN NAMES

clothes chains department stores

expensive stores items
cheaper supermarkets referred to
sells number branch

143
 The best known supermarket ____ — are Sainsbury and Tesco, al-
though there are others. Asda is the best known of many discount ___.
There is only one department store with a large ____ of branches.
This is Marks & Spencer. It is so well-known that it is often ____ as
«Marks & Sparks» or just «M&S». To the British, ____ at M&S are
typical of the middle range: they are neither cheap, nor ____, fairly good
quality and rather conservative. Unlike most other ____, M&S also has
«food hall», where ____ are more expensive than they are in ____ .
In a category all by itself is Woolworth’s, which used to have a
_____ in almost every high street in the country. It _____ mostly
sweets, music, toys and children’s clothes of the _____ kind.

THE CORNER SHOP

area hours business

corner quarter kinds
shops counter grocers
customers

A shop by itself in a residential _____ is often referred to as «the

corner shop». These sometimes sell various _____ of food, but they
are not always general _____. Usually their main _____ is in newspa-
pers, magazines, sweets and tobacco products. Only in _____ shops
do shopkeepers know their _____ personally. Only in them is the in-
teraction across the _____ often social as well as transactional. People
working in other _____ are often very helpful, but the conversation
usually has some clear purpose.
In the last _____ of the twentieth century, many corner shops have
been taken over by people from Southern Asia who have delighted the
neighbourhood by staying open very long _____.

V. Make up sentences of your own with the words and expres-

sions given below:
brand-name goods luxury items to be staffed by volunteers
shop-window displays to stay open all day women’s and consumer groups
on the positive side by a small majority to take a break for lunch
to move out of town to be taken to court regulations have been relaxed
everyday needs to be defeated a way of putting new life into
at a reduced price to haggle over prices to take a risk with the law
to do the shopping to be keen on

144
 VI. Make up questions to which the following statements will be
the answers:
I
Q. …………………….
A. On tins and packets of food in British shops, the weight of an
item is written in the kilos and grams familiar to people from
continental Europe.
Q. …………………….
A. Most British people have little idea of what these terms mean.
Therefore, many of their packets and tins also record their weight
in pounds (written as «lbs») and ounces (written as «oz»).
Q. …………………….
A. Nobody ever asks for a kilo of apples or 200 grams of cheese.
Q. …………………….
A. If those were the amounts you wanted, you would have to ask for
«two pounds or so» of apples and «half a pound or less» of
cheese and you would be about right.
Q. …………………….
A. Shoe and clothing sizes are also measured on different scales in
Britain.
Q. …………………….
A. The people who work in shops which sell these things usually
know about continental and American sizes too, but most British
people don’t.
II
Q. …………………….
A. The currency of Britain is the pound sterling, whose symbol is
«₤», always before the amount.
Q. …………………….
A. Informally, a pound is sometimes called a «quid», so ₤20 might
be expressed as «twenty quid».
Q. …………………….
A. There are 100 pence (written «p», pronounced «pea») in a pound.
Q. …………………….
A. The one-pound coin has four different designs: an English one, a
Scottish one, a Northern Irish one and a Welsh one (on which the
inscription is in Welsh; on all others it is in Latin).
Q. …………………….
A. In Scotland banknotes with a Scottish design are issued. These
notes are perfectly legal in England, Wales and Northern Ireland.
145
Q. …………………….
A. Banks and shops are not obliged to accept them if they don’t
want to and nobody has the right to demand change in Scottish
notes.

VII. Answer the questions. Begin your answers with:

Well, let me see … I am not really sure … As far as I can remem-

ber …
I remember quite clearly that … I am not sure I can remember
all the details but … Well, I’d just like to say that … My attitude
from the beginning was …
I would like to say that … I think/believe that …

1. Why do the British prefer to buy brand-name goods?

2. What are visitors from northern European countries surprised by?
3. What strikes visitors on the positive side?
4. What tendency has been evident in the last quarter of the twenti-
eth century?
5. What do most supermarkets in a lot of countries concentrate on?
6. What kind of an organization is the warehouse shopping club?
7. What is happening to high street shops and how do they manage
to survive?
8. What is the normal time for shops in Great Britain to open?
9. What is the usual closing hour?
10. How are some local authorities trying to put life into «dead»
town centres?
11. What kind of controversy arose with regard to shops working on
Sundays?
12. What was the outcome of the lobbying?

VIII. Agree or disagree with the statements. Give your reasons.

The following phrases may be helpful:

That’s just what I think … Well, I’m not sure I agree …

I can’t agree more … I’m sorry I have to disagree …
The point is that … That’s not right I’m afraid …
Far from it … I think I should be frank to say that …
Perhaps I could begin by saying that … I’m sorry I can’t give you the exact an-
I absolutely agree … swer …

146
 1. If you want to buy some bread or rolls you should go to the
baker’s.
2. Fishmonger’s is the shop where you can buy some fish or sea
food.
3. If you would like to have your hair done go to the launderette.
4. You can buy some flowers at the tobacconist’s.
5. Florist’s is the right kind of shop for buying stamps and enve-
lopes.
6. You can have your jacket or skirt cleaned at the dry-cleaner’s.
7. At the barber’s you can do your weekly washing.
8. If you need some beef, veal, mutton or chicken for dinner you
can get these products at the butcher’s.
9. At the greengrocer’s they always sell fresh fruit and vegetables.
10. They can sell you some butter, cheese, cereals at the grocer’s.
11. The jeweller’s specializes in selling rings, watches and other
jewellery.
12. In a boutique you can choose some clothes or footwear of the
latest fashion.
13. A wholesaler is a person or an organization that buys large
quantities of goods from manufacturers and sells them directly to the
public.
14. A retailer is a trader, e.g. a shopkeeper, who buys small quanti-
ties of goods from wholesalers to sell to the general public.

IX. Translate into English:

ГІПЕРМАРКЕТ

Це популярна назва дуже великих супермаркетів, які іноді нази-

вають супермагазинами. Вони, як правило, розташовані на терито-
ріях з низькою орендною платою на відстані від міста або торгових
центрів. Велике різноманіття товарів та низькі ціни приваблюють
покупців, яким до вподоби магазин, де можна впоратися з покупка-
ми на весь тиждень швидко і в одному місці. Оскільки більшість
покупців приїздить у авто, важливою особливістю таких магазинів є
великі площі для парковки. Власники більшості гіпермаркетів —
великі групи роздрібних магазинів, які заробляють гроші таким ви-
дом торгівлі. В зв’язку з тим, що вони купують товари оптом і мо-
жуть використовувати свою власну торгову марку, вони в змозі
продавати товари за цінами, набагато нижчими за ті, що можна по-
бачити у магазинах в центрі міста та у торгівельних центрах.
147
 КЕШ-ЕНД-КЕРРІ (CASH AND CARRY)

Це термін, яким називають склад виробника або оптовика, в

якому роздрібні торгівці купують товари, щоб продавати їх своїм
покупцям, тобто це супермаркет для роздрібників. Зараз існує те-
нденція, що діє не в інтересах роздрібників, що дозволяє покуп-
цям купувати безпосередньо з оптових складів за допомогою ма-
газинів «кеш-енд-керрі» за зниженими цінами. Але є ризик, що
власники магазинів не зможуть конкурувати зі складами, і поку-
пці втратять можливість отримувати післяпродажні послуги та
кваліфіковані рекомендації, що їм можуть надати тільки у мага-
зинах.

X. Act as an interpreter:

Dialogue А — Bargaining

Lucy is in the Portobello Road street market in London. She is

looking at an antique stall and she’s just seen a brass plate. She col-
lects brass ornaments and she is interested in buying it.

Lucy.: Вибачте. Можна Вас спитати?

Stallholder: Yes, miss?
Lucy.: Скільки Ви хочете за цю тарілку?
Stallholder: Зараз поміркую. А, насправді ... це прекрас-
ний зразок вікторіанської міді. Він коштує
20 фунтів.
Lucy.: Twenty quid! Oh, that’s too much for me. It’s a
pity. It’s really nice.
Stallholder: Я сказав, що вона коштує 20 фунтів. Але я про-
шу за цю тарілку тільки 15.
Lucy.: Fifteen pounds?
Stallholder: Так, це дуже хороша ціна.
Lucy.: Oh, I’m sure it is … But I can’t afford that!
Stallholder: Добре, послухайте ... тільки для Вас ... Я продам
її за 14 фунтів. Я не зможу знизити ціну більше.
Lucy.: I’ll give you ten.

148
Stallholder: Десять! Ні, Ви, мабуть, жартуєте! Я сам більше
за неї заплатив. Чотирнадцять. Вона коштує рів-
но стільки.
Lucy.: Well, perhaps, I could give you eleven.
Stallholder: Тринадцять. Це моя остання пропозиція.
Lucy.: Twelve.
Stallholder: Дванадцять і п’ятдесят пенсів?
Lucy.: All right, 12.50.
Stallholder: Ну ось і добре, мила, Ви отримали її за дуже до-
бру ціну.
Lucy.: Yes, thank you very much.
Stallholder: Вам її загорнути?

Dialogue В — In a complaint department

Employee: Доброго ранку. Чим я можу Вам допомогти?

Customer: I’d like a refund for this coffee maker, please.
Employee: Вибачте, товари, що продавалися за зниженими
цінами (sale items) не повертаються.
Customer: But this machine is defective. Look at it — it’s all
scorched.
Employee: Що трапилося? Ви читали інструкцію перш, ніж
нею користуватися?
Customer: Of course, I did. I read the booklet and followed the
instructions exactly. But when I plugged it in it
started shooting coffee beans all over the place. And
then it started smoking, so I unplugged it.
Employee: Дійсно, схоже, що машина згоріла. Добре, я дам
Вам іншу, а цю відішлю виробнику.
Customer: I think, I’d rather have my money back. It made quite
a mess and I don’t want to risk that again.
Employee: Добре, я тільки спитаю у директора. А Ви, будь
ласка, заповніть цей бланк.
Customer: Добре, дякую.

149
 Dialogue С — Supermarkets

Complete the open dialogue:

A.: Do supermarkets in the UK resemble those in Ukraine?

B.: I think so. In general this term now denotes any large self-
service retail outlet.
A.: Why …...?
B.: The emphasis is on ease of selection, persuasive advertising,
high turnover and equally high profit.
A.: How …... ?
B.: Costs are kept at a minimum by economizing on staff, cus-
tomers serving themselves with little or no supervision, bulk-
buying to match the high turnover.
A.: I see. What ……?
B.: Often supermarkets are located away from town centres where
rents and rates are low.
A.: How did ……?
B.: Originally, a supermarket described a collection of traders,
each operating on their own account but sharing common fa-
cilities under the roof.
A.: ……
B.: When the meaning was abandoned for the more general usage
I have told you about, theoretical distinctions were still made
according to the size of the business.
A.: What ……? I have never heard about it.
B.: Those of less than 186 square metres in floor space were
strictly «superettes», those with a larger area were supermar-
kets proper.
A.: Were there ……?
B.: Yes, you are right in guessing. Those which were very large
and carried vast quantities of goods (often specializing in ei-
ther durables or household furniture) were to be known as hy-
permarkets.
A.: Do these distinctions ……?
B.: These distinctions have become blurred in usage.

150
 Dialogue D

Irene: Hey, honey, look — there’s a big furniture sale on at Ea-

ton’s.
Peter: Furniture sale? What …… more furniture for?
Irene: Not more, new. We agreed to replace some of this old
stuff if I got my bonus.
Peter: Do you want ……?
Irene: They are not antiques — they are junk. Look, this sofa
sags in the middle, there are cat scratches on the drapes,
and this armchair — well, even reupholstering won’t help
it.
Peter: OK, you have convinced me ……
Irene: Pay in monthly installments? You always hate charging
things. And we do have some money saved up for a rainy
day, you know. I can at least start shopping around.
Peter: We can both do the shopping, it won’t be easy ……

XI. Role play. Compose your own dialogues and perform them in
class.

Here are some ideas for you to use in your dialogues:

1. You are a manager of a supermarket. Decide whether your shop
gives refunds, or only offers to repair or replace.
2. Imagine that your suitcase has been stolen. You made up your
mind to go to the local police station. The policeman asked you to
make a list of the clothes you had in your suitcase.
3. You went shopping for clothes with your mother. Your ward-
robe is based on articles which mix and match wonderfully. You are
usually highly selective when buying.
4. You have just bought some groceries at the supermarket. When
you look at your change you realize you have overpaid. Tell the
cashier about it.
5. Complain to the store manager that the sales-woman in that
store is rude.
6. You bought a good chain in a very expensive shop. After wear-
ing it for several weeks it turns your neck green. Bring it back to the
store.
151
 PART ІІ
THE SHOPPING HABITS OF AMERICANS

American culture is considered lo be commercially-oriented.

American customers are constantly bombarded by various kinds of
advertisements — in newspapers and magazines, on radio and televi-
sion. Moreover, the choice of products in the marketplace can be
overwhelming.
There are many ways for American customers to save money, how-
ever. Newspapers often contain ads for special sales. Second-hand stores
and garage sales can also be a source of less expensive items. A wise
consumer tries to wait until the products he wants to buy are on sale. He
can plan ahead and buy discounted merchandise before he needs it.
Many seasonal items such as winter clothing, summer sports
equipment or special holiday items are reduced in price near the end
of the season. Some stores always sell merchandise at a discount.
They might not have all models or sizes, but the prices are always
lower. These kinds of stores are discount stores, factory outlets, bar-
gain centres and flea markets. Shopping around can be time-
consuming, but it is often rewarding.
The United States is slowly becoming a cashless society. Credit
cards and cheques make buying easy. But «plastic money» and easy
financing often lead people to spend more than they can afford.
By buying on instalments the consumer can have the product be-
fore he or she has actually saved the money for it; however, interest
payments add substantially to the cost.
Although there are laws to protect the consumer from false adver-
tising, high-pressure selling, and below standard products, it is still up
to the careful consumer to avoid impulse buying and poor budgeting.
Consumer groups test various products and publish lists of reliable
products. Thus, the smart consumer is an educated one. There is a
saying in Latin, Caveat emptor — «let the buyer beware.»
The general store and the country auction. In this land of de-
partment stores, mail-order catalogues, supermarkets, and shopping
malls, there remain two old-fashioned, rural styles of shopping: the
general store and the country auction. The general store is an old in-
stitution. In the farm village, the frontier settlement, or the small town,
the general store was a place to exchange gossip and to argue politics
by the dim light of oil lamps. In winter, customers would gather
around the pot-bellied stove, not minding the smoke and the soot
which it gave forth.
152
 Some of the farmers, having no cash, would bring produce to bar-
ter for their purchases. The stock of the general store was varied.
There were open sacks and barrels of bulk foods like sugar, rice, cof-
fee, and potatoes. China, soap, buttons, and cloth were bought by the
women. For the men there was tobacco, jeans, suspenders, and shoes;
nails, tools, guns, and ammunition, as well as farm equipment. Many
kinds of patent medicine were available and were claimed to be cures
for any disease or condition.
Somewhat simpler and cleaner general stores still exist and prosper
in many small towns throughout the country. They are usually family
businesses, offering a wide variety of merchandise, including cloth-
ing, hardware, farm implements, groceries, and school supplies. They
still serve as a place to meet and to pass along local information.
The country auction is a method of selling household goods, farm
equipment, or other belongings to be disposed of because of a fam-
ily’s departure or a death; or sometimes, for selling a collection of
goods from some other source. The sale usually takes place outside
the house, with the audience seated on benches, chairs, or boxes, or
else standing. With the help of one or more assistants, the auctioneer
displays the item offered for bidding, while praising its qualities. He
has a special style of patter, speaking rapidly and dramatically. Some-
times he includes some rather gruff humor, or possibly a few insulting
remarks ridiculing members of the audience who are not bidding or
who are offering too little. His performance, if he is a skilled auction-
eer, is quite a show; and it is not surprising that many come to watch
it, with no intention of buying anything. Nevertheless, even some of
those find themselves involved in bidding—perhaps for an item which
they do not really want. In fact, there have been cases of a person
raising a hand to brush off a fly, and finding himself the unwilling
possessor of some strange object.

Vocabulary notes

overwhelming, a. величезний
budgeting, n. складання бюджету, планування доходів і
витрат
rural, a. сільський
gossip, n. плітки
soot, n. сажа
to barter, v. обмінюватися товарами

153
barrel, n. бочка
bulk foods сипучі продукти
china, n. порцеляна
suspenders, n. Pl. підтяжки
ammunition, n. патрони, військове спорядження
cures, n. Pl. ліки
hardware, n. залізні товари, металеві вироби
belongings, n. Pl. пожитки, майно
to dispose of, v. позбавлятися, розпоряджатися
auctioneer, n. аукціоніст
to bid, v. пропонувати ціну
patter, n. скоромовка, що використовується продав-
цями, щоб представити свій товар; профе-
сійний жаргон

I. Read, translate and learn the following definitions:

marketplace — 1) an open space in a town where a

market is held; 2) the situation of buying
and selling in business;
sale — 1) selling or being sold; the exchange of
items for money; 2) a time when goods are
sold at a lower price than usual;
outlet — a shop, etc., that sells goods for a par-
ticular company;
bargain — 1) something that is cheaper than usual;
2) an agreement between two or more peo-
ple on the price of something; 3) a promise
or an agreement to do something;
flea market — an outdoor market selling cheap second-
hand goods and sometimes also antiques;
general store (USA) — a retail store, selling merchandise of
many kinds, usually serving a rural region;
auction — 1) a way of selling in which each item is
sold at an open meeting to the person who
makes the highest bid, i.e. offers the most
money; 2) auction sale — an event where
this way of selling takes place;
to be up for auction — to be offered for sale in an auction.

154
 II. Translate the word combinations with compound adjectives
and compound nouns used as attributes and use them in sentences
of your own. Add more compounds to the list:

pot-bellied stove fresh-frozen vegetables

mail-order catalogue oil-burning heater
commercially-oriented culture fast-talking auctioneer
high-pressure selling hard-working farmer
hard-earned money below-standard products

III. Read the text given below and find the equivalents of the
Ukrainian words and expressions in the box. Retell the text:

Предмети, що пропонуються на продаж на аукціоні; пропо-

нувати більш високу ціну; постійні відвідувачі аукціонів; домог-
тися найвищої ціни; дозволити собі (покупку); призводити до
підвищення цін; сюжет; рідкісні картини; кульмінація; нудний;
аукціонна лихоманка; не мати грошей (бути банкрутом); сцена-
рій; жертви.

AUCTION FEVER

«Twenty-five dollars for this beautiful table. Who’ll give me

thirty? Thirty! Thirty-five? Thirty-five. Who’ll give me forty?» In this
situation an auctioneer is trying to get people to bid higher and higher
on items up for auction. Though experienced auctiongoers are usually
careful never to bid too high, many people find auctions so exciting
that they can’t stop themselves. Instead of trying to beat the auctioneer
for a bargain, they go all out trying to beat the other bidders.
«Auction fever,» as it’s called, happens to all kinds of people at all
kinds of auctions. Two Missouri farmers at an auction once bid
against one another for the same used wheelbarrow — finally one got
it for many times what a new one would have cost. A doctor and his
wife couldn’t resist bidding high for a cabinet at a country auction.
They had already paid for the cabinet before realizing that it was too
big to fit through the door of their house.
Sometimes a person will bid for things he can’t possibly afford.
One man at a New York auction bid for and got hundreds of thou-
sands of dollars’ worth of rare paintings. When presented with the
bill, he confessed that he had no money. In fact, he was completely
155
broke. At other times the excitement of an auction is so great that
people bid even when there is nothing to bid on. According to one
story, a man was so busy bidding that it took a long time to notice that
he had lost his wallet. He told the auctioneer, who said: «A wallet
containing $2,000 has been lost in this room. The owner is offering a
reward of $200 for its return.» «$225,» said someone in the back of
the room.
Experienced auctiongoers get annoyed at the victims of auction fe-
ver because they drive prices up. But the experts admit that staying
calm is hard, even for them. «Auction is theatre,» says one auction
guide. «It happens in public; it has a script and a plot, and if well pro-
duced, it should have a driving pace and build to a climax.» Another
called the auction «the greatest game ever invented for grownups.» To
really control bidding, you would have to do the impossible: make
auctions dull.

IV. Match the words on the left with their definitions on the
right. Memorize the definitions. Use the words in the sentences or
situations of your own.

1) consumer goods a) cheap, everyday items that are bought and

used up quickly, such as soap, toothpaste,
batteries and light bulbs;
2) fast-moving con- b) items created to be used in everyday life,
sumer goods e.g. food, clothes, drinks, magazines, bicycles,
toys. Services such as hairdressing and den-
tistry are also included as consumer goods;
3) consumer durables c) expensive items that are bought from
choice and not necessity (perfumes, cosmetics,
jewellery);
4) household goods d) goods, especially those, that can go bad or
decay quickly; meat, fish and soft fruit are all
perishables;
5) luxury goods e) loans made to the public by banks, shops or
finance houses for the purchase of everyday
items;
6) to pay by/in in- f) to pay small sums of money at regular in-
stallments tervals over a period of time rather than pay-
ing the whole amount at once;
7) perishable goods g) goods such as cars, furniture, refrigerators,
(perishables) televisions, etc., that last for a fairly long time;

156
8) consumer credit h) items such as washing machines, china,
cutlery, etc., that are used regularly in the
house;
9) vending machine i) someone who sells magazines, cigarettes,
hamburgers from a small stall or cart;
10) impulse buying j) a machine from which you can get ciga-
rettes, chocolate, coffee, etc. by putting in
money and pressing a button;
11) vendor k) a sudden purchase of an item without
thinking about it first.

V. Complete the sentences by filling in the following table. Con-

nect the figures on the left with the letters on the right:

1) American customers … a) are reduced in price near the

end of season.
2) A wise consumer … b) but it is often rewarding.
3) Many seasonal items, such as c) tries to wait until the products
winter clothing, summer sports he wants to buy are on sale.
equipment or special holiday
items …
4) Shopping around can be time- d) are constantly bombarded by
consuming … various kinds of advertisements.
5) «Plastic money» and easy fi- e) to exchange gossip and to ar-
nancing … gue about politics by the dim
light of oil lamps.
6) By buying on installments … f) often lead people to spend
more than they can afford.
7) The general store was a place … g) household goods, farm
equipment or other belongings to
be disposed of because of a fam-
ily’s departure or death.
8) Somewhat simpler and cleaner h) the consumer can have the
… product before he or she has actu-
ally saved the money for it.
9) The country auction is a i) the auctioneer displays the
method of selling … item offered for bidding while
praising its qualities.
10) With the help of one or more j) general stores still exist and
assistants … prosper in many small towns
throughout the country.

157
 VI. Make up questions to which the following statements will be
the answers:

Q. …………………….
A. Though it seems unlikely, France is the only place in Europe
that has consistently loved McDonald’s since the first outlet
opened in 1979.
Q. …………………….
A. McDonald’s might well be an icon of American culture and
globalization in a country whose people take to streets to pro-
test against both.
Q. …………………….
A. McDonald’s was clever in adapting food and décor to local
tastes and concentrating on children.
Q. …………………….
A. McDonald’s teamed up with French companies to offer local
fare, for instance, fruit yoghurts produced by Danone, coffee
from Carte Noire and the French soft drink orangina.
Q. …………………….
A. McDonald’s France buys 80% of its products from French
farmers.
Q. …………………….
A. It has even advertised in newspapers how many French cows,
chicken, lettuce and tomatoes it uses each year.
Q. …………………….
A. Sales of McDonald’s in Germany and Britain, the two most
important European markets, are sluggish.
Q. …………………….
A. McDonald’s calls the new salad menu «a strategic chance in
the positioning of its menu in Europe».
Q. …………………….
A. It is a response to the rise of «fast casual» restaurants such as
Cosi, a gourmet sandwich shop, and to concern over obesity.
Q. …………………….
A. In America the company has already introduced a range of new
salads.

158
 VII. Agree or disagree with the statements. Give your reason.
The following phrases may be helpful:

I entirely agree … I couldn’t agree more with the

To some extent I agree, but the idea …
fact is … Well, I’m not sure I entirely
Another point is … agree …
I’m a bit doubtful about … I’m sorry, I have to disagree
What is more … …
Let’s discuss it in more detail That’s not right I’m afraid …
… I’m sorry, I can’t give you the
exact answer …

1. Shopping, whether buying or browsing, is a very popular activ-

ity for many people in all countries.
2. Shopping facilities in advanced countries range from single
street-market stalls to the large purpose-built malls, housing high-
street chain stores, boutiques and speciality shops.
3. In London the main shopping street is Downing Street.
4. To buy something on hire-purchase means to buy it on credit
and pay for it by weekly or monthly installments.
5. If you take goods on approval you buy goods which you can
return if you are not satisfied.
6. If somebody does window-shopping he buys a lot of goods at
once.
7. A shop-lifter is a person who operates an elevator.
8. If an article goes for a song it is sold very cheaply, under its
proper value.
9. If you say that you have bought something under the hammer it
means that you have sold it by auction.
10. To buy a pig in a poke means buying an animal.
11. When people buy in bulk they buy large quantities of prod-
ucts.
12. If you pay through the nose for something it means that you pay
more money than the object is worth.
13. When you do a roaring trade you go bankrupt.
14. If somebody runs a business on a shoe-string he spends very lit-
tle to maintain it.

159
 VIII. Answer the questions. Begin your answers with:

The obvious answer is … The point is that … I think it will help if

I give you some background information on the matter … I be-
lieve you know that … As far as I can remember … Oh, let me
think for a moment … I’m afraid there is no easy answer to that
… I think I ought to say right from the start that …

1. What is a popular opinion about American culture? Why?

2. What opportunities for saving money are available for Ameri-
cans?
3. What types of shops sell goods at a discount?
4. What is the danger of buying by credit cards?
5. In what way do consumer groups help the society?
6. What kind of an institution is a general store?
7. What was the usual stock of a general store?
8. Have general stores changed a lot now?
9. Why are country auctions arranged?
10. Why do many people come to an auction with no intention of
buying anything?
11. Why do many of them find themselves involved in bidding?

IX. Read the following dialogues and reproduce them in class.

Use some phrases in your own dialogues:

Dialogue А— Not Just a Haircut

Peter is getting ready to go out and speaks with his elder sister.

P.: I’m going downtown to get a haircut.

J.: You don’t have to go all the way down for a haircut, Peter.
You can go to the barber’s shop around the corner.
P.: They don’t know how to cut hair in that place.
J.: Well, if you must go downtown, you might as well pick up
some things for me.
P.: Oh, oh, I knew it was coming. OK. What do you need?
J.: First of all, you can go to that little bakery on Cameron street
for some of that nice French bread.

160
 P.: Cameron street? But you are not supposed to park there. It’s a
no-parking zone.
J.: It used to be, but it isn’t any more. I saw them putting in park-
ing meters the other day.
P.: I didn’t know that. What else do you need?
J.: You know delicatessen on Brown Street?
P.: Yes, they’ve got very good cheese there.
J.: Why don’t you get some? And a jar of stuffed olives, too.
P.: OK. I’d better hurry, or else I won’t be back in time for dinner.

Dialogue B — A Bracelet or Something

Philip is in the gift department of a department store. A salesgirl

comes to help him.

Salesgirl: Good morning, sir. Can I help you?

Philip: I want to buy a birthday present for my mother.
Salesgirl: Do you have anything particular in mind?
Philip: I’m afraid not. I’m having trouble deciding. Have you
got any suggestions?
Salesgirl: What do you usually give your mother for her birthday?
Philip: Sometimes a box of chocolates, sometimes flowers.
But I’d like to get her something different this time.
Salesgirl: Have you considered buying her jewellery?
Philip: That’s an idea. I won’t mind getting her a bracelet or
something.
Salesgirl: We have some nice bracelets over there.
Philip: Would you mind showing them to me, please?
Salesgirl: Not at all. This way, please.
Philip: Oh… You’d better show me some cheaper ones. I ha-
ven’t got much money.
Salesgirl: I understand, sir.

X. Translate into English:

Продавець: Чим я можу Вам допомогти?
Покупець: Я б хотів подивитися на електричні бритви, будь
ласка.
Продавець: У нас дуже великий вибір електробритв. Яку б
Ви хотіли?
161
 Покупець: Будь-яку, що добре голить.
Продавець: Подивіться на цю бритву. Вона виправдовує
свою ціну.
Покупець: Будь ласка, ввімкніть її. Я хочу спробувати.
Продавець: Будь ласка, сер. (Декілька хвилин пізніше) Вона
добре голить?
Покупець: Не зовсім. Чи не можете Ви мені показати іншу?
Продавець: Хвилинку. Ось, будь ласка. Я сподіваюся, що во-
на Вам більше сподобається. Ввімкнути її?
Покупець: Так, будь ласка. (Після того, як закінчив голити-
ся) Дякую. Уберіть її.
Продавець: Як? Ви ж не хочете сказати, що Вам і ця бритва
не сподобалась?
Покупець: Не зовсім так, мадам. Насправді, у мене немає ані
пенсу в кишені.
Продавець: Чому ж Ви турбували мене весь цей час?
Покупець: Розумієте, мадам. Мені треба голитися, як і всім
порядним людям, чи не так? Але ж у мене немає
грошей. Ви ж не порадите мені красти?
Продавець: Як Ви могли подумати! Геть звідси, поки я не
покликала поліцейського!

XI. Render into English. You can use some words and word
combinations after the text:

СКАРГА — ЦЕ НЕ ПОГАНО

Американці одержують послуги більш високої якості, ніж

британці, тому що вони знають, як це зробити.
Багато людей вважають, що британці занадто багато бурчать
та скаржаться. Але нове дослідження пропонує їм буркотіти не
менше, а більше.
Група дослідників з Лондонської школи бізнесу зробила ви-
сновки, що якість послуг у Британії взагалі нижче, ніж у Амери-
ці. Згідно з цим дослідженням, однією з причин цього є те, що
британські клієнти скаржаться на погану якість послуг менше,
ніж американці, яким важко догодити.
Це невміння поскаржитися призводить до серйозних наслід-
ків. Хантер Хансен, американець, власник готелю у Лондоні,
відмічає, що британські постояльці чинять галас тільки в зв’язку
з серйозною проблемою, і навіть тоді не висловлюють свою кри-
162
тику відкрито, а скаржиться у дуже прихованій формі. Америка-
нці, навпаки, звертаються з претензіями навіть з приводу невели-
ких помилок.
В результаті, як вважає дослідна група, страждають не тільки
британці-клієнти, а й компанії і вся система надання послуг: вони
не одержують неочікуваних відгуків і таким чином втрачають
можливість поліпшити якість послуг. І все через те, що їм не до-
помагають клієнти.
Спеціалісти з менеджменту знають більше про те, як реагують
на скарги компанії, ніж про те, чому британці такі флегматичні.
У США компанії з вдалою системою керівництва мають стратегії
«поліпшення послуг». Робітники групи Марріотт працюють за
системою: Слухай, Відмічай, Вибачайся, Реагуй, Занотовуй —
останній етап забезпечує введення скарги у систему. Сітка готе-
лів Ріц-Карлтон, яка теж має чудову репутацію, навчає своїх ро-
бітників не тільки казати «вибачте», а й «прийміть мої пробачен-
ня», і передбачає кошти, щоб компенсувати незручності
невдоволеним клієнтам.
Коли британці наважаться скаржитися, вони одержать бажані
результати.

to whine; to grouse; to grumble; to make a fuss; in a roundabout

way; unsolicited feedback; «service recovery strategies»;
«please, accept my apology»; a budget; to reimburse; cross
guests.

XII. Read these nice funny stories, retell them and laugh. Re-
member some funny things connected with shopping that happened
to you and tell them to your fellow students.
I
Sage — шавлія
Seasoning — приправа
Searching for my favourite kind of honey, I finally tried a shop
specializing in exotic and unusual foods. As I entered the shop, a re-
served white-haired assistant offered his service with such rare old-
fashioned courtesy that I gave him my warmest smile.
«I’m looking for sage honey,» I said. «Have you any?»
He nodded and returned shortly with a box of sage. Then it dawned
on me that he thought I had called him honey, and rather than cause
him embarrassment I accepted the seasoning. As he handed me the
163
package, he said, «You should be more careful with your lovely smile
and friendly manner of speech, Miss. Another man than myself might
be misled.»
II
A customer who wore a tight-fitting coat with a ratty-looking fur col-
lar stamped into a village A & P and told the startled clerk, «I would like
to buy your entire stock of eggs, tomatoes, and overripe fruit.»
«Oh,» said the clerk, «you must be going to see that old ham play
Julius Caesar at the Opera House tonight.»
«I,» said the customer, «am the old ham.»
III
Montgomery Epstein was downtown with his wife and four little chil-
dren when he decided to take a taxicab home. Approaching a cab driver,
he demanded, «How much will you charge to drive us to the Bronx?»
«I figure $2 apiece for you and your wife,» said the driver. «I’ll
take the four kids along for nothing.»
Montgomery Epstein turned to his children and said, «Jump in
kids, and have a nice ride home. Mamma and I will take the subway.»

XIII. Case Study. Read and translate the following text:

CREAMING IT

A Japanese chain selling cream puffs is an international success

AFTER Uniqlo, an urban-chic clothing store, Japan has another
global retailing hit on its hands—in the unlikely form of cream puffs.
Beard Papa’s, a subsidiary of Muginoho, an Osaka-based restaurant
chain, opened its first store outside Asia last month on Manhattan’s
Upper West Side. The queues snaking down Broadway are startling in
a neighbourhood that generally eschews trendy eateries for trusty fa-
vourites like Fairway’s deli and Big Nick’s diner.
In the last year, Beard Papa’s, named after Yuji Hirota, the older of
its two founders and with a logo that combines Popeye and Santa
Claus, has started to conquer Asia with a simple concept: in imitation
of a factory assembly line, its staff bake choux-pastry shells and fill
them with semi-sweet custard cream in front of customers. In addition
to opening 240 outlets in Japan, Beard Papa’s last year clocked up an
impressive ¥15 billion ($138m) in sales. Barely seven years old, it has
some 40 franchises in Asia.

164
 And like all good ideas, it has already been imitated, with some 30
copycat chains in Japan and a failed one in South Korea called Beard Un-
cle. Potential franchisees are queuing up in Australia and New Zealand.
So it was courageous for Beard Papa’s to choose Manhattan as its
western test-bed. New Yorkers lack the expanded waistlines of much of
middle America— though Krispy Kreme donuts do surprisingly well
there. But Jimura Takuji, vice-president of Muginoho USA, says its
New York shop, which sells up to 5,000 puffs a day at $1.25 each, is al-
ready profitable and will branch out from vanilla fillings to more ad-
venturous flavours like green tea. He claims Beard Papa’s strikes an
admirable compromise at a time when people are watching their weight,
but still hunger for the odd treat. «Krispy Kremes are oily and unhealthy.
Our cream puffs are natural, not too sweet,» he claims, echoing the
chain’s boast that it only uses fresh ingredients-like vanilla pods from
Madagascar-and that its puffs are baked not fried. But donut wars could
yet break out. This week, Krispy Kreme said it was considering entering
the Japanese market. Beard Papa’s, meanwhile, proves that while entre-
preneurs in Japan may come in bite-sized portions, they do exist.

1) Discuss the following questions:

1. What do you think cream puffs are?
2. Why are people in Manhattan queuing to get into a Japanese
restaurant?
3. What is a copycat?
4. Why was it courageous of Beard Papa’s to open their restaurant
in Manhattan?
5. How have the Japanese managed to attract so many American
customers?

2) Make up dialogues:
1. Between a person who has visited the new Japanese restaurant
and his friend who hasn’t been there.
2. Between two customers of the restaurant.
3. Between the manager of the Japanese restaurant and a newspa-
per correspondent.
4. Between two American rivals of the Japanese restaurant.

3) Give your suggestions as to what new products or services

would be popular in Ukraine. You can prepare presentations, draw
pictures and schemes illustrating your ideas.
165
 Unit

PART І
THE ARTS. THE ARTS IN SOCIETY

Interest in the arts in Britain used to be largely confined to a small

élite. Compared with fifty years ago, far more people today read
books, visit art galleries, go to the theatre and attend concerts. Never-
theless, the fact remains that most British people prefer their sport,
their television and videos, and their other free-time activities to any-
thing «cultural».
The arts in Britain are met with a mixture of public apathy and private
enthusiasm. Publicly, the arts are accepted and tolerated but not actively
encouraged. As a proportion of its total expenditure, government finan-
cial support for the arts is one of the lowest of any western country. Dur-
ing the 1980s it was the lowest of all. One of the principles of Thatcher-
ism was that the arts should be driven by «market forces». The
government reduced the money it gave to the Arts Council, the organiza-
tion which allocates funds to projects in the arts. It was politically accept-
able to do this because of the widespread view that «culture» is of interest
to a small section of the rich only. Therefore, the government’s action
was seen as democratic — it was refusing to subsidize the tastes of the
wealthy. The counterargument, that such an attitude is undemocratic be-
cause it makes «culture» too expensive for the ordinary person, is not one
that carries much weight in Britain. In schools, subjects such as art and
music, though always available, tend to be pushed to the sidelines. In the
national curriculum, they are the only two «core» subjects which pupils
at the age of fourteen are allowed to drop completely.
In addition, the arts are not normally given a very high level of pub-
licity. Television programmes on «cultural» subjects are usually shown
late at night. Each summer, many high-quality arts festivals take place
around the country, but the vast majority of people do not even know of
their existence. London has some of the finest collections of painting
and sculpture in the world, but tourist brochures give little space to this
aspect of the city. Except for the most famous, artists themselves have
comparatively little public recognition. Some British artists have inter-

166
national reputations, and yet most people in Britain don’t even know
their names. It is very rare, for example, for any British artist to use his
or her fame in the arts as a springboard onto the political stage. If you
were to ask the average person to name some famous painters, compos-
ers, opera singers and ballet dancers, you would probably be given very
few British names — or even none at all.
It is almost as if the British are keen to present themselves as a na-
tion of philistines. And yet, hundreds of thousands of people are en-
thusiastically involved in one or other of the arts, but (in typically
British fashion) with a more-or-less amateur or part-time status. For
example, every town in the country has at least one «amateur dramat-
ics» society, which regularly gives performances and charges no more
than enough to cover its costs. All over the country, thousands of peo-
ple learn handicrafts (such as pottery) in their free time, and some-
times sell their work in local craft shops. Similarly, there are thou-
sands of musicians of every kind, performing around the country for
very little money and making their own recordings in very difficult
circumstances. Some amateur British choirs, such as the Bach Choir
of London and King’s College Chapel Choir in Cambridge, are well-
known throughout the world.

THEATRE AND CINEMA

The theatre has always been very strong in Britain. Its centre is, of
course, London, where successful plays can sometimes run without a
break for many years. But every large town in the country has its
theatres. Even small towns often have «repertory» theatres, where dif-
ferent plays are performed for short periods by the same group of pro-
fessional actors (a repertory company).
It seems that the conventional format of the theatrical play gives the
undemonstrative British people a safe opportunity to look behind the
mask of accepted social behaviour. The country’s most successful and re-
spected playwrights are usually those who explore the darker side of the
personality and of personal relationships (albeit often through comedy).
British theatre has such a fine acting tradition that Hollywood is for-
ever raiding its talent for people to star in films. British television does
the same thing. Moreover, Broadway, when looking for its next block-
buster musical, pays close attention to London productions. In short,
British theatre is much admired. As a consequence, it is something that
British actors are proud of. Many of the most well-known television ac-
tors, though they might make most of their money in this latter medium,
continue to see themselves as first and foremost theatre actors.
167
 In contrast, the cinema in Britain is often regarded as not quite part
of «the arts» at all — it is simply entertainment. Partly for this reason,
Britain is unique among the large European countries in giving almost
no financial help to its film industry. Therefore, although cinema-going
is a regular habit for a much larger number of people than is theatre-
going, British film directors often have to go to Hollywood because the
resources they need are not available in Britain. As a result, compara-
tively few films of quality are made in the country. This is not because
expertise in film making does not exist. It does. American productions
often use studios and technical facilities in Britain. Moreover, some of
the films, which Britain does manage to make, become highly respected
around the world. But even these films often make a financial loss.

Vocabulary notes

élite, n. еліта;
apathy, n. байдужість, апатія;
tolerate, v. терпіти;
encourage, v. підтримувати, заохочувати;
expenditure, n. видатки, витрати;
allocate, v. асигнувати, виділяти (кошти);
counterargument, n. контраргумент, зустрічний доказ;
weight, n. вага, важливість, значення, вплив;
give weight to smth. надавати значення, визнавати важли-
вість чогось;
lay weight on smth. цінувати, надавати значення;
carry weight користуватись впливом, мати вплив;
throw one’s weight
підтримувати щось своїм авторитетом;
behind smth.
drop, v. кидати, лишати;
publicity, n. гласність;
recognition, n. визнання, схвалення;
springboard, n. трамплін;
philistine, n. філістер, обиватель, міщанин;
handicraft, n. ремесло, рукоділля;
pottery, n. гончарство;
charge, v. призначати ціну;
run, v. йти (про спектакль);
company, n. трупа;
conventional, a. звичний, загальноприйнятний, традиційний;
format, n. характер, форма, вид;

168
playwright, n. драматург;
albeit, cj. хоча, тим не менш;
raid, v. робити набіги;
blockbuster, n. фільм, театральна постановка, що кош-
тує багато грошей і відзначається особ-
ливою пишністю;
available, a. наявний, доступний, той що є у розпоря-
дженні;
experise, n. спеціальні знання, компетентність;
loss, n. збиток, втрата;
meet with a loss
понести збитки;
incur losses
sell at a loss продавати зі збитком;
cover a loss покрити збиток.

I. Match the words from the text with their corresponding defini-
tions on the right:

1) arts a) arts that are usually performed live in front of an

audience, such as drama, opera, ballet, music;
2) fine arts b) a person who does not understand or like good
art, music, literature, etc. and doesn’t consider them
important;
3) artist c) the practice of performing a small number of
plays in a theatre for a fairly short time, using the
same actors in every play;
4) culture d) a new film, book, etc. that will be very popular or
successful because of the exciting or sensational
events described in it, also something notably out-
standing or effective;
5) performing e) in its anthropological sense means «way of life»;
arts is also used as a synonym for «the arts»;
6) philistine f) a person working in the fine arts; may also be
used referring to a person working in any field of
«the arts»;
7) repertory g) an umbrella term for literature, painting, music,
sculpture, theatre, opera, ballet, etc. It usually implies
seriousness, so that particular examples of these ac-
tivities which are regarded as «light» may be referred
to simply as «entertainment»;
8) blockbuster h) arts which use space but no time, for their appre-
ciation (such as painting or sculpture).
169
 II. Complete the following sentences:

1. The British are very conscious of the distinction between high

art and …
2. Although interest in the arts used to be largely confined to a
small élite, …
3. The British government justifies its policy of low spending on
the arts by …
4. Thatcher’s attitude towards the arts was seen as democratic be-
cause …
5. We may say that … doesn’t carry much weight in Britain.
6. As British theatre is famous for a fine acting tradition …
7. The cinema in Great Britain is often regarded lightly and for this
reason …
8. Successful play can sometimes run …
9. «Repertory» theatres, where … are mostly typical of small
towns.
10. The British has always preferred the conventional format of the
theatrical play as/because …

III. Match the words on the left with their synonyms on the right.

expertise renown
tolerate uppermost
conventional restrict
subsidize troupe
apathy put up with
expenditure investigate
confine ordinary
company engaged
playwright although
albeit bestseller
blockbuster know-how
foremost traditional
explore boredom
involved spending
amateur dramatist
average finance
fame layman

170
 IV. Supply the correct word from the box for each space in the
sentences of the text given below:

innovations performers groups

songs profitable musical
limitation audience worldwide
services sales year
development cross classical

In the 1960s, British artists had a great influence on the _____ of

music in the modern, or «pop» idiom.
The Beatles and other British groups were responsible for several
_____ which were then adopted by popular musicians all over the
world. These include the writing of words and music by the _____
themselves and more active _____ participation. The words of their
_____ also helped to liberate the pop idiom from its former _____ to
the topic of love. Other British artist in _____ such as Pink Floyd and
Cream played a mayor part in making the _____ structure of pop mu-
sic more sophisticated.
Since the 1960s, popular music in Britain has been an enormous
and _____ industry. The Beatles were awarded the honour of MBE
(Member of the British Empire) for their _____ to the British exports.
Within Britain the total _____ of the various kinds of musical record-
ing are more than 200 million every _____. Many _____ trends have
come out of Britain and British «pop» artists have been active in at-
tempting to _____ the boundaries between popular music, folk music
and _____ music.

V. Make up sentences of your own with the words and expres-

sions given below:

blockbuster n. repertory n., a. playwright n.

push to the sidelines choir n. technical facilities
give little/much weight to expertise n. company n.
total expenditure publicity n. amateur n., a.
handicraft n. recognition n. fame n.

171
 VI. Make up questions to which the following statements will be
the answers:

Q.: .....
A.: The most famous among them is, no doubt, the Edinburgh In-
ternational Arts Festival, that is held in August.
Q.: .....
A.: It represents all the performing arts. During this annual festival
more than 10 performances are given around the city every day.
It has won recognition all over the world.
Q.: .....
A.: There are two well-known classical music festivals: one is held
in June in East Anglia and the other takes place during the
months of July, August and September in London. It is known
as «the Proms».
Q.: .....
A.: «Proms» is short for «promenades», so-called because most of
the seats are taken out of the Albert Hall, where the concerts
take place, and the audience stands or walks around instead.
Q.: .....
A.: Among the best-known festivals that represent other kinds of
music the festivals in Reading and Cambridge are worth men-
tioning. Reading hosts a well-established rock festival while the
Cambridge festival emphasizes folk music.
Q.: .....
A.: Arts festivals certainly get coverage on TV but, as you might
have heard, most «cultural» programmes are shown late at night
and comparatively few people watch them.

VII. Answer the questions. Begin your answers with:

I suppose/believe … As far as I know … As a rule … That de-

pends (on) … Actually … As a matter of fact … Frankly/strictly
speaking … To tell the truth … As far as I can judge …

1. Why do you think the arts in Great Britain are met with a mix-
ture of public apathy and private enthusiasm?
2. Does the British government support the art financially?
3. Why was Thatcher’s attitude towards art politically acceptable?
4. What is the situation with the arts like in schools?

172
 5. Are the arts given a high level of publicity?
6. Why is engagement in amateur art called typically British?
7. Why do British playwrights and theatrical directors prefer the
conventional format of the play?
8. What makes Great Britain unique in its attitude towards the cin-
ema?
9. How successful are British films?
10. Why do British film directors often have to go to Hollywood?

VIII. Agree or disagree with the statements. Give your reasons.

The following phrases may be helpful:

(Not) quite so; That depends;

I fully agree; I don’t think so;
I’m of the same opinion; On the contrary;
I should say it’s only partly true; I can’t agree here.
I shouldn’t say so;

1. Most British people prefer their sport, television and other free-
time activities to anything «cultural».
2. Art and music are compulsory school subjects in the UK.
3. The British are keen to present themselves as a nation of philis-
tines.
4. Hundreds of thousands of people in Great Britain are involved
in one or other of the arts.
5. British theatre is much admired.
6. Great Britain is unique among the large European countries in
giving almost no help to its film industry.
7. Expertise in British film-making does not exist.
8. Most British films make a financial loss.

IX. Translate into English:

В XVI столітті лондонські театри стали улюбленою розвагою

городян. Акторське мистецтво досягло високого рівня.
6 грудня 1576 р. було видано наказ, що забороняв театральні
вистави в Лондоні, бо вони відволікали людей від церкви і були
розсадником шкідливих думок. Але театр не загинув. Він просто
виїхав за межі міста. На південному березі Темзи з’явилися де-
рев’яні будівлі публічних театрів. Вони мали круглу, квадратну,

173
або восьмигранну форму. Дахів у них не було, лише над сценою
було невелике покриття.
На спектаклі збиралося до 1800 глядачів. Ремісники і робочий
люд стояли просто перед сценою. Заможні громадяни займали міс-
ця на галереях, а джентльмени полюбляли сидіти по боках сцени.
Сцена була прикрашена килимами, а зверху підвішувалась за-
віса. Якщо показували трагедію — завіса була чорною, а в коме-
діях — блакитною.
Декорацій не було. Місце дії позначали якоюсь однією детал-
лю, наприклад, дерево вказувало, що дія відбувається в лісі. Ін-
коли на дереві вивішували дощечку з написом «ліс». Часто пер-
сонажі просто повідомляли глядача, де відбувається дія.
Трупи були невеликі — 8-14 акторів, яким доводилося грати
по 20 і більше ролей. Жіночі ролі виконували юнаки. Бували ви-
падки, коли юнаки затримувались у жіночих амплуа, і тоді скар-
жились, що жінки на сцені схожі на перевдягнутих гвардійців.
Жінки вперше стали грати жіночі ролі в 1660 р.

(distract; hotbed; gallery; stage; put up; cue; play women’s parts
too long; guardsmen in disguise)

X. Act as an interpreter.

Dialogue А

— Does the word «painting» refer only to pictures in oil and wa-
ter-colours?
— Ні, не тільки. Крім акварелі і масла картина може бути ви-
конана гуашшю, темперою, пастеллю і навіть мозаїкою.
— Why is oil painting far more popular than others?
— Масляний живопис відзначається багатством колористич-
них і технічних можливостей. Мазки можуть бути прозорими або
густими, маленькими і крупними, пласкими і рельєфними.
— What effects are achieved by different kinds of brush strokes?
— Художник обирає певну техніку, щоб передати свій зами-
сел. Французькі імпресіоністи писали різнокольоровими малень-
кими мазками. Коли дивишся на таку картину на відстані ці маз-
ки створюють враження вібрації світла і повітря. А рельєфні
енергійні мазки на полотнах Тернера передають вітер і рух хвиль.

174
 — What about draughtsmanship? Do you consider that important
in painting?
— Всі великі художники чудово володіли малюнком. Їх ма-
люнки не лише правильні, але й виразні. Однієї правильності так
же мало для мистецтва як доброго правопису для створення вір-
ша чи оповідання.
— I didn’t know draughtsmanship was so important. And what
does «being a good colourist» mean? Can we say that the more col-
ours a painter has in his palette, the better colourist he is?
— Не зовсім так. Бути гарним колористом означає вміло ко-
ристуватися кольорами. Найвидатніший колорист Рембрант пи-
сав 3-4 фарбами. А яка в нього сила колориту!

(gouache; tempera; pastel; mosaic)

Dialogue В

— Кажуть, англійці не дуже цікавляться мистецтвом. Вони

віддають перевагу розвагам — телебаченню, спорту та своїм хобі
перед театром, класичною музикою та живописом. А яке їх став-
лення до літератури?
— Although the British do watch a lot of television and are not
very interested in serious art, they are enthusiastic readers.
— Які книжки вони читають здебільшого? Чи це серйозна лі-
тература, чи легке чтиво?
— Britain is the home of what may be called «middle-brow» lit-
erature (that is midway between serious or «high-brow» literature and
popular or «pulp» fiction).
— До якої категорії можна віднести такий типово англійсь-
кий жанр як детектив?
— Detective fiction is regarded as entertainment rather than lit-
erature — but it is entertainment for intelligent readers. Detective sto-
ries are often called «whodunits».
— Які саме книжки читаються найбільше? Ви могли б навес-
ти статистичні дані або результати досліджень чи опитів громад-
ської думки?
— The statistics prove that more than half of the hundred most-
borrowed books from Britain’s public libraries are romantic novels, in
other words — love-stories.

175
 — Англійці цікавляться серйозною літературою? Вони чита-
ють своїх класиків, чи воліють дивитися телевізійні екранізації їх
творів?
— Television often promotes classical literature. When a book is
dramatized on TV, its sales often rocket. The most spectacular exam-
ple of this occurred in the late 60-s. «The Forsyte Saga», a series of
novels by John Galsworthy, had been out of print for several decades.
When an adaptation was shown on the BBC, half a million copies of
the book were sold.

Dialogue С

— Серйозні британські газети багато пишуть про комерціалі-

зацію мистецтва. Чи не могли б ви докладніше розповісти про
цей процес?
— Мистецтво стало споживчим товаром. Сьогоднішній кри-
терій мистецького успіху — це не внутрішня цінність твору, а те,
скільки грошей він приносить, яку аудиторію він збирає. Коли
культура надто комерціалізована, мистецькі твори стають перед-
бачуваними. Якщо митець хоче продати свій твір з прибутком,
він мусить користуватися кліше, які вже стали успішними, щоб
повторити цей успіх.
— Ви можете навести приклади?
— Саме цією формулою користується Ендрю Ллойд Вебер,
створюючи свої мюзикли. Варто згадати також Ванессу Мей, яка
успішно пристосовує класичну музику до смаків публіки. Навіть
всесвітньо відома оперна співачка Монсеррат Кабальє приверну-
ла до себе увагу широкого загалу, виконавши кілька пісень разом
з Фреді Мерк’юрі, солістом популярної групи «Queen».
— Але ж є митці, які прагнуть передати в своїх творах своє
особисте сприйняття світу.
— Так. На жаль, їх твори відтісняються на узбіччя або є нере-
алізованими. Популістські тенденції знищують індивідуальність.
— На телебаченні є чимало музичних каналів, що пропаган-
дують легку або поп-музику. З’явилася нова форма презентації
музики — кліп. Як це впливає на формування музичних смаків
людей, особливо молоді?
— Це лише одне кліше. Коли люди говорять про «новий сінгл»,
вони мають на увазі не CD, а відео.

176
 — Чи треба телеекран для музики?
— Більшість людей вважає так. Успіх MTV, найуспішнішого
музичного каналу, базується на різноманітних зорових образах,
що швидко змінюються. Вони супроводжуються трьома акорда-
ми і єдиним ритмом. Ця форма масової культури знищує здат-
ність сприймати класичну музику, бо класична музика потребує
зосередженості і звертається до особистих почуттів.

(intrinsic value; commercial commodity; over-commercialized;

cliché; to bring in money; to adapt smth. to; to be sidelined; public at
large; visual images; three chords; to appeal to; to promote)

Dialogue D

1. Complete the open dialogue:

— Do you agree that the arts should be driven by «market

forces»? What influence can this attitude _____?
— It used to be one of the principles of Thatcherism. It is still po-
litically accepted because _____
— Is this attitude towards the arts generally supported?
— Certainly not. The opponents say that it is undemocratic as
_____. But their counterargument doesn’t carry _____. Unfortu-
nately, it has become a notorious tradition with the British to
neglect the arts.
— It is almost as if Britons are keen to present themselves as
_____.
— Is the situation that bad?
— Certainly not. Hundreds of thousands of people are involved in
one or other of the arts, but as it is typical of the British _____.
— There are a lot of artists who have international reputations and
tour all over the world. Have they won wide public recognition in
Great Britain?
— I’m afraid not. Most people in Britain don’t even know _____.
— We may say, there is a dramatic contradiction between, on the
one hand, the low level of public support for the arts, and on the other
hand _____.

2. Compose your own dialogues.

177
 PART ІІ
THE VISUAL ARTS IN THE USA

In the years following World War II, a group of young New York
artists emerged with a fierce drive to remake the goals and methods of
art. Their movement, known as Abstract Expressionism, became the
first American art movement to exert major influence on foreign art-
ists. By the early 1950s, New York City was a center of the art world.
The Abstract Expressionists went further than earlier European
artists had in their revolt against traditional graphic styles. Among the
movement’s leaders were Jackson Pollock (1912-1956) and Willem
de Kooning (1904-1988). These young artists abandoned formal com-
position. Instead, they stressed space and movement, and they relied
on their instinct and the physical action of painting,
«My feeling is that new needs need new technique, and the modern
artist has found new ways and new means of making his statement,»
Pollock said in 1950. «It seems to me that the modem painter cannot
express this age — the airplane, the atom bomb, the radio — in the
old forms of the renaissance or of any other past culture. Each age
finds its own technique.»
Artistic creativity in the colonial period and the early decades of
the new nation generally found expression in the production of useful,
everyday implements such as simple, elegant furniture or colorful
patchwork quilts. For the busy, practical-minded Americans, portraits
were the only kind of «fine» art that seemed necessary. Most Ameri-
can artists of the time were self-taught. Their work had the primitive
charm of folk art — first-hand observation, a sense of character and
instinct for color, line and pattern. Today the hundreds of early por-
traits that still exist are highly valued by collectors.
In the years before the United States revolution, some of Amer-
ica’s most noted artists traveled to Europe. Some thrived there. Ben-
jamin West (1738—1820) became court painter to Britain’s King
George III and served as president of the Royal Academy for 28
years. But the work of others, such as John Singleton Copley (1738—
1815), perhaps colonial America’s leading portrait painter, seemed to
lose its power away from the shores of North America.
America’s first well-known «school» of landscape painting —
the Hudson River School — appeared in the 1820s. Westward ex-
pansion had brought a realization of the vast scale and unspoiled
beauty of the continent. Led by Thomas Cole (1801—1848), the
Hudson River painters combined great technical skill with romantic
178
American scenery. Their paintings were visual explorations of light
and natural wonder.
This tradition of directness, simplicity of vision, and clarity devel-
oped in the late 19th century into something new — naturalistic por-
trayal of the broad range of American life. Rural America — the seas,
the mountains, and the men and women who lived there — was the
subject of Winslow Homer (1836—1910).
The middle-class city life of the period found its poet in Thomas
Eakins (1844-1916) an uncompromising realist whose gaunt honest
portrayals provided redirection away from the romantic sentimental-
ism favored by the «polite» society at that time.
Controversy became a way of life for Americans. In fact, much of
American painting and sculpture since 1900 has been a series of re-
volts against tradition. «To hell with the artistic values,» announced
Robert Henri (1865-1929). Henri was leader of what critics dubbed
the «ash-can» school because of the group’s realistic portrayal of the
squalid aspects of city life, familiar themes from John Ruskin, Tho-
mas Carlyle and others.
Just a few years later the «ash-can» artists were pushed aside by
the arrival of modernist movements from Europe, such as cubism and
abstraction, promoted by the great photographer Alfred Stieglitz at his
«Gallery 291» in New York City. But by the 1920s, a renewed sense
of nationalism encouraged artists to rediscover and explore Ameri-
cana. Regionalists such as Thomas Hart Benton (1889—1975) and
Grant Wood (1891—1942) celebrated the rural Midwest. At the same
time artists such as Edward Hopper (1882—1967) pictured cities and
small towns with new realism.
The Depression of the 1930s and growing world tensions
sparked an increase in romantic social protest art in movements
stylistically similar to those of artists in the U.S.S.R and muralists
in Mexico. Artists everywhere mounted extraordinary pictorial at-
tacks on social systems in scores of paintings and public murals.
Yet, in no other country did so many artists state so frankly and
idealistically what was wrong with their country — often literally
at their government’s expense, as thousands of artists were added
to the United States payroll as part of the federal government’s at-
tempt to provide employment.
The Abstract Expressionists’ radical innovations in the 1940s and
1950s were matched by American sculptors. The heroic models of the
past were discarded in favor of open, fluid forms. New materials were
adopted and color was used. Alexander Calder (1898-1976) developed
the mobile. David Smith (1906—1965), the first sculptor to work with

179
welded metals, developed a monumental abstract style that was a
major influence on other artists.
In the late 1950s and early 1960s, young artists reacted against Ab-
stract Expressionism to produce works of «mixed» media. These art-
ists—among them Robert Rauschenberg (1925—) and Jasper Johns
(1930—) used photos, newsprint, and discarded objects in their
paintings. The early 1960s saw the rise of «Pop» art. Artists such as
Andy Warhol (1930—1987), Larry Rivers (1923—), and Roy Lich-
tenstein (1923—) reproduced, with satiric care, everyday objects and
images of American popular culture — Coca-Cola bottles, soup cans,
cigarette packages and comic strips. «Pop» was followed by «Op» —
art based on the principles of optical illusion and perception.
The 1970s and 1980s have seen an explosion of forms, styles and
techniques. Artists were no longer confined to their studios, or even to
the creation of objects. An artist’s work might be an empty gallery, or
a huge drawing cut into the western desert. It could be a videotaped
event or a written manifesto. These different kinds of art bear a vari-
ety of names: earth art, conceptual art, performance art.
Still, the rapid rise in the 1980s of a new group of young artists
showed that painted figures on canvas remained popular with the art-
viewing public.

I. Read, translate and learn the following definitions of some of

the major art movements of the XX-th century:

Abstractionism — began in the early XX-th century. Depicts

complex objects leaving out of consideration one
or more of their qualities so as to attend to others
(e.g. the form of a tree by itself or the colour of the
leaves independently of their size or shape).
Expressionism — a theory and practice in art especially of the
late XIX-th and XX-th centuries of seeking to de-
pict not objective reality but the subjective emo-
tions and responses that objects and events arouse
in the artist with wide use of distortion, exaggera-
tion, and symbolism.
Cubism — a French abstract art movement that began at
the turn of the XX-th century, generally mono-
chromatic. It presents natural forms in terms of
simplified lines and basic geometric shapes,
sometimes organized to depict the subject simul-
taneously from several points of view.

180
Surrealism — began in the 1920-th and was strongly influ-
enced by the theories of Sigmund Freud. It em-
phasizes the unconscious and proclaims freedom
from the tyranny of rationality, producing fantastic
or incongruous imagery by means of unnatural
juxstapositions (співставлення) and combina-
tions.
Pop-art — a style of modern art which began in the 1960s.
It uses bright colours, styles of drawing from
popular sources such as advertising and comics,
and objects from modern everyday life as its sub-
jects.

II. Read the sentences and find the equivalents of the Ukrainian
words in the box:

Образотворче мистецтво; корінитися; надати право; стя-

гуватися; поселенці; політика; за умов; проявлятися; скуль-
птура; пристосований до; дивитися на; потреби суспільст-
ва; з плином часу; зрілість; килимарство; пристосовува-
тись до.

America’s fine arts developed under conditions far different from

those in many other countries. The United States began as a group of
colonies; its settlers were drawn from many places with different
customs and traditions. All of these customs and traditions, so well
suited to society’s needs in their lands of origin, had to be adapted to
life in a strange and difficult environment. A formal «American» cul-
ture, rooted in these modified traditions from distant places, but dif-
ferent from them grew and developed only after the United States was
established as an independent nation.
Early American leaders looked to the development of the arts as
a sign, expected to manifest itself with the passage of time, of the
new nation’s evolving maturity and success. «I must study politics
and war that my sons may have liberty to study mathematics and
philosophy,» John Adams, the nation’s second president, wrote in
1780. «My sons ought to study mathematics and philosophy, geog-
raphy, … commerce and agriculture, in order to give their children
a right to study painting, poetry, music, architecture, statuary, tap-
estry and porcelain.»

181
 III. Match the words on the left with their synonyms on the right.
There may be more than one word in the right column referring to a
general term in the left one:

whodunit
ouverture
bust
seascape
drama
scene
act
fine arts movement
per-
aria
forming
monument
arts
ballet
painting
tragedy
sculpture
landscape
theatre
still life
opera
symphony
play relief
classical repertoir
music concerto
literature novel
short story
company
poetry
oratorio
orchestra
comedy

IV. Complete the sentences by filling in the following table. Con-

nect the figures (1-6) with the letters (a-f):

1) The American art of the a) is that American popular cul-

XVIII-th century couldn’t win ture is internationally associated
recognition in Europe … with something called «the spirit
of America».
2) The «ash-can» artists became b) the winds have shifted in the
famous … other direction.
3) What most national television c) as it lacked sophistication.
systems have in common …

182
4) The fact that three times as d) for the realistic portrayal of
many Americans attend sym- the squalid aspects of city life.
phony concerts as go to baseball
games ….
5) Still another theory, probably e) can be explained by the fact
the most common one, … that there are some 1,500 orches-
tras throughout the country.
6) It is somewhat comical that f) is the large portion of Ameri-
after a century and a half of can films they choose to run.
Americans worrying about for-
eign influences on their culture…

VI. Make up questions to which the following statements will be

the answers:

Q.: .....
A.: The growth of American art has been marked by the conflict
between two strong forces of inspiration — domestic, some-
times primitive creativity and European sophistication.
Q.: .....
A.: As there is no single American ethnic or cultural group, there is
also no peculiar or recognizably «American» style in art. There
is rather a mixture of many styles, reflecting the reality of
American society.
Q.: .....
A.: In fact, one of the qualities that lent distinction to American cul-
ture has been its inability to rely on government financial support.
Q.: .....
A.: In order to survive and expand, museums, art galleries, sym-
phony orchestras, chamber music societies and theatres have
all to depend on private benefactors, university endowments
and ticket sales as the primary means of raising money.
Q.: .....
A.: You see, the percentage of private contributions to the arts is
deductable from taxes owed by individuals to the federal gov-
ernment.
Q.: .....
A.: Public support for arts has never been higher. A recent public
opinion call reported that over 90 per cent of Americans be-
lieve that the arts «make a community a better place» and are
an important asset to the «business and economy» of their
communities.

183
 VI. Agree or disagree with the statements. Give your reasons.
The following phrases may be helpful:

(Not) quite so; That depends;

I fully agree; I don’t think so;
I’m of the same opinion; On the contrary;
I should say it’s only partly true; I can’t agree here;
I shouldn’t say so;

1. The first American art movement to exert major influence on

foreign artists was Abstract Expressionism.
2. Each age finds its own art technique.
3. The «ash-can» school was America’s first well-known school of
landscape painting.
4. The Depression of the 30s brought the development of the art to
a standstill.
5. American sculpture has always been true to realistic traditions.
6. Works of «mixed» media first appeared in the late 50s.
7. Early American artists didn’t win recognition in Europe.
8. «Pop» art is a typically American phenomenon.

VII. Answer the questions. Begin your answers with:

I suppose/believe … As far as I know … As a rule … That de-

pends (on) … Actually … As a matter of fact … Frankly/strictly
speaking … To tell the truth … As far as I can judge …

1. What interrelations have there been between American and

European art since the colonial period?
2. Did early American artists get recognition in Europe?
3. Why was portraiture preferred to any other genre of painting in
the colonial period?
4. What school was dubbed «ash-can» school and why?
5. When were the attacks of the American artists on the existing
social system mounted and in what way were they unique?
6. What are «mixed» media? How are they used by American art-
ists?
7. In what way is «pop» different from «op» art?
8. What new art forms and techniques developed in the 1970s and
1980s of the last centry?
184
 VIII. Translate into English:
Жанр пейзажу з’явився в Америці дуже пізно, лише в 40-х ро-
ках 19 століття. За вийнятком Уїнслоу Хомера, Америка не мала
жодного видатного пейзажиста. Можливо, з цієї причини міський
краєвид став національним різновидом пейзажу. Він сполучав
жанровий живопис, портрет і пейзаж.
Найвідомішу групу художників-пейзажистів очолював Роберт
Генрі. Він починав як газетний ілюстратор. Його ентузіазм і гли-
боке знання мистецтва зробили його лідером і вчителем інших
талановитих газетних ілюстраторів — Джона Слоуна, Уїльяма
Глакенса, Еверета Шинна та інших.
Художники, що називали себе нью-йорксикими реалістами,
отримали від критиків презирливу назву «школи відер для сміт-
тя». Метою групи було зображення сучасної їм Америки — лю-
дей у себе вдома, натовпів на вулицях, вечірніх вогнів центру мі-
ста і брудних дворів околиць, елегантних дам і обірваних дітей з
бідних кварталів.
Настроєм, інтонацією, ставленням до життя, їх картини нага-
дували новели іншого великого американця О.Генрі.

(Robert Henri, Winslow Homer, John Sloan, William Glackens,

Everett Shinn)

IX. Render into English:

ЗНОВУ УОРХОЛ

Людей, які підуть в музей Уорхола, привабить його ім’я, його

міф. В його творах, виробництво яких він поставив на потік, піс-
лявоєнна Америка впізнала себе, свої інтереси, своїх ідолів. Він
брав свої ідеї і образи з реклами і газетних знімків, змінював їх і
повертав — в рекламу, дизайн, фотографії, кліпи.
Енді Уорхол (справжнє ім’я — Андрій Верхола) став ключо-
вою постаттю не тільки в історії американського, а й світового
мистецтва другої половини XX століття, як Малевич — першої.
Хоча не він один створив стиль поп-арт, саме він поєднав (а не
протиставив) високе і низьке, елітарне і масове. Він першим
зрозумів, що після Мистецтва з великої літери настав час мис-
тецтва скромного, народного, зрозумілого простій людині —
споживачу реклами, кока-коли, дешевих консервів і газетних

185
сенсацій. Це — мистецтво, що живе навкруги нас, наприклад у
супермаркеті.
На його картинах, написаних яскравими акриловими фарбами,
бляшанки консервованого супу сусідять з обличчями Мерилін
Монро, а жирні знаки долара — з автопортретом художника і
пляшками кока-коли.
Син емігрантів з України, американець у першому поколінні,
він був втіленням американської мрії — народився бідним, а по-
мер знаменитим художником — мільйонером, суперзіркою.

X. Role Play.

The local Fine-art museum is in a difficult situation. There have

been rather few visitors lately and their number is constantly decreas-
ing. The budget is, to put it mildly, very modest and so is the financial
support of the local authorities. The management is holding a meeting
to discuss:

a) how to expand the museum’s audiences;

b) whether it is worthwhile trying to attract «special» segments of
the population that have previously been outside the traditional visi-
tors profile;
c) how to advertise the museum.

Work in small groups (3-4 students) with the roles outlined below.
Decide what to do about the museum and report your decision to the
class.

Roles:

The Director. Is rather optimistic about the future of the museum.

Sets his hopes on a large-scale marketing campaign and for this pur-
pose has appointed the first marketing manager. Is not afraid of taking
controvercial steps to shake off a fusty image that stops people visit-
ing the museum.
The Marketing Manager. Is very enthusiastic about the chal-
lenge. Suggests arranging a heavy advertising campaign including
cross-track posters. His revolutionsry idea is to develop a network of
support services to appeal to the younger generation: a restaurant, a
club, a cafe with music. Wants to back the campaign by promotion

186
with ethnic restaurants: French, Italian, German, Spanish and Dutch
ones.
According to him the main thing is to get people talking about the
museum.
The Art Critic. Is strongly in favour of working hard at different
segments of the population laying special stress on the museum’s edu-
cational appeal. Suggests developing special programmes for adult
learners, families with children and schools. His other idea is to do
mailings to educational institutions in other cities.
The Chief Accountant. Supports the idea of advertising in the
media with a view of attracting sponsors. Suggests changing the
working hours of the museum to make it available for those working
in the day-time and charging more for entry.

187
 Unit

PART І
ECONOMIC SYSTEMS

An economic system is an accepted way of organizing production,

establishing the rights and freedom of ownership, using productive re-
sources, and governing business transactions in a society.
When studying economic systems one could view the people of the
whole world as participating in one worldwide economic system and
to some degree economists occasionally do. But they customarily dis-
tinguish between economic systems. Sometimes the distinctions are
broad — as between capitalistic and socialistic; sometimes the dis-
tinctions are narrow — ones made on the basis of national boundaries,
as the American economic system, the British economic system, the
Japanese, and so on.
But all societies are faced with the problem of scarcity, as they dif-
fer considerably in the way they tackle the problem. One important
difference between societies is in the degree of government control of
the economy.
At one extreme lies the completely planned or command economy,
where all economic decisions are taken by the government. At the
other extreme lies completely free-market economy. In this type of
economy there is no government intervention at all. All decisions are
taken by individuals and firms. Households decide how much labour
and other factors to supply, and what goods to consume. Firms decide
what goods to produce and what factors to employ. The pattern of
production and consumption that results depends on the interactions
of all these individual demand and supply decisions.
In practice all economies are a mixture of the two. It is therefore the
degree of government intervention that distinguishes different eco-
nomic systems. It is nevertheless useful to analyze the extremes, in or-
der to put different mixed economies of the real world into perspective.
Countries also differ in the type of government intervention as well
as the level. For example, governments intervene through planning,

188
through nationalization, through regulation, through taxes and subsi-
dies, through partnership schemes with private industry, and so on.
It is possible to group the different economic structures into the
following basic types: the traditional economy, the command econ-
omy, the free-market economy, the mixed economy.

TRADITIONAL ECONOMIES

Traditional economic systems are usually found in the more re-

mote areas of the world. Such systems may characterize isolated tribes
or groups, or even entire countries. They are less common today than
they were in earlier decades. Typically, in a traditional economy most
of people live in rural areas and engage in agriculture or other basic
activities, such as fishing or hunting.
In traditional societies, people use methods of production and dis-
tribution that were devised in the distant past and which have become
the accepted ways оf doing things by a long process of trial and error.
The strong attachment and habit is often reinforced by superstition,
religious beliefs. People may hold on to traditional ways of life be-
cause they believe that some misfortune will befall them if they devi-
ate from the accepted patterns of life and work.
In these societies we find that the division of land among the fami-
lies in the village or tribe, the methods and times of planting and har-
vesting the selection of crops, and the way in which the produce is
distributed among the different groups are all based upon customs.
Year by year little is changed; indeed, a change in working procedures
may well be regarded as an affront to the memory of one’s ancestors
or as an offence against the gods.
The basic economic problems do not arise as problems to be dis-
cussed and argued about. They have all been decided long ago. One
follows the path that one was born to follow; a son follows in the
footsteps of his father and uses the same skills and tools. A caste sys-
tem such as obtained in India until quite recent times provides a good
example of the rigidity of a traditional society. The production prob-
lems (i.e. What? and How?) are solved by using land as it has always
been used and by the worker carrying out the traditional skills ac-
cording to his or her fixed place in the social structure. The distribu-
tion problem (i.e. For Whom?) is solved in a similar manner. There
will be time-honored methods of sharing out the produce of the har-
vest and the hunt. The elders, the heads of families, the women, and
the children will receive shares according to ancient custom.
189
 Traditional solutions to the economic problems of production and
distribution are encountered in primitive agricultural and pastoral
communities. The economics of the Burmese village or Bedouin tribe
will be much the same today as they were a thousand years ago. But
even in advanced countries, tradition still plays some part in deter-
mining how the economy works. For example, we are all familiar with
industries in which it is customary for the son to follow his father into
a trade or profession.

Vocabulary notes

ownership, n 1) власність, право власності

2) володіння
private ownership приватна власність
collective ownership колективна (загальна) власність
corporate ownership акціонерна власність
public ownership суспільна власність
transaction, n справа, угода, операція
business transaction ділова операція (угода), господарська
операція
credit transaction кредитна угода
market transactions ринкові угоди
productive resources виробничі ресурси
view, v. 1) оглядати, обдивлятися; дивитися;
2) розглядати; оцінювати; судити, ма-
ти судження
scarcity, n. недостача, брак; убогість, обмеженість
tackle a problem вирішувати проблему; розв’язувати за-
дачу
labour, n. праця, робота, завдання
manual labour фізична праця
surplus labour додаткова праця
forced labour примусова праця
skilled/unskilled labour кваліфіковані/некваліфіковані робітники
labour contract трудовий договір
labour exchange біржа праці
labour hours години праці, робочий час
lost labour марна праця; марні зусилля
supply, v. постачати, доставляти, давати
demand, n. потреба, вимога, попит

190
consumption, n. 1) споживання, витрачання;
2) затрата, витрата (енергії)
devise, v. вигадувати, винаходити; розробляти
process of trial and er- процес спроб та помилок
ror
attachment, n. прихильність, відданість, вірність
reinforce, v. посилювати, підсилювати, зміцнювати
deviate from, v. відступати (від правила), відхилятися
(від курсу), порушувати (стандарти
тощо)
tribe, n. плем’я, рід, клан
custom, n. звичай, звичка
affront, n. образа, кривда
ancestor, n. предок, прабатько; попередній власник
offence, n. образа, кривда; порушення (закону),
провина
rigidity, n. жорсткість, твердість, негнучкість
time-honoured, adj. освячений віками
encounter, v. (несподівано) зустріти; стикатися,
наштовхуватись

I. Match the words from the text with their corresponding defini-
tions on the right (a-l):

1) rigidity a) deliberate show of disrespect

2) attachment b) make stronger by adding smth more
3) affront c) racial group united by language and customs,
living as a community under one or more chiefs
4) reinforce d) stiffness, inflexibility
5) ancestor е) act of joining
6) superstition f) usual and generally accepted behaviour among
members of a social group
7) devise g) think out, plan
8) encounter h) look at, examine, consider
9) tribe i) find oneself faced by
10) custom j) state of being not available in sufficient quantity;
smallness of supply compared with demand
11) view k) irrational fear of what is unknown
12) scarcity l) one of those persons from whom one is de-
scended

191
 II. Complete the following sentences:

1. The distinctions between economic systems are made …

2. Societies differ in the way …
3. At one extreme lies …, at the other …
4. In fact all economies are …
5. Government intervention could be through …
6. Basic types of economic organization …
7. People often hold on to traditional ways of life …
8. A change in working procedures may be regarded …
9. A son follows his father …
10. The production problems are solved …
11. Traditional economies are encountered in …
12. People of the whole world could be considered as partici-
pating …
13. In advanced countries tradition …
14. All decisions in the command economy are taken …
15. In the free-market economy firms decide …

III. Match the words on the left with their synonyms on the right.
There may be more than one synonym.

up to the minute
predecessor
ownership wide
distribution consider
variety frontier
offence wrongdoing
tempt job
rigidity property
recent allocation
boundary diversity
mistake border
broad possession
view error
labour entice
ancestor inflexibility
work
affront

192
 IV. Supply the correct word from the box for each space in the
sentences given below:

consump- devise footsteps mixed regulatory

tion variety distinguish labour affect
distribution scarcity (2) supply engage resources
skills tradition supplies free-market trial
command traditional allocation profit demand
tackle
intervention

1. If we look at the different political and social structures, we are

tempted to say that people are making use of a great _____ of eco-
nomic systems.
2. Every human being encounters the problem of _____ — even a
Robinson Crusoe.
3. In traditional societies a son follows in the _____ of his father
and uses the same _____ and tools.
4. The _____ of oil didn’t go down when the tax was raised.
5. Economists customarily _____ between different economic
systems.
6. In completely _____ economy all decisions are taken by the
government.
7. In traditional societies, people use methods of production and
_____ that were _____ in the distant past and which became the ac-
cepted ways of doing things by a long process of _____ and error.
8. The student didn’t know how to _____ this problem, how to
start on it.
9. The firm will be receiving new _____ of goods next week.
10. The majority of people in India earn their living by manual
_____.
11. The oldest and until fairy recent times the most common way in
solving common problems was that of _____.
12. In a _____ economy most of the people live in rural areas and
_____ agriculture.
13. At the other extreme in a _____ economy, government would
play no role in the _____ of resources.
14. Economics is about choices that are made difficult by _____ —
the sorts of choices we, as individuals and as members of society,
have to make every day.
15. In _____ economies, both government decisions and market
forces _____ the allocation of resources.

193
 16. The restaurant owner is more likely to be interested in his
_____ than in the efficient use of society’s scarce _____.
17. The government _____ could be through rules and _____ gov-
erning the behaviour of private industries.
18. A rise in _____ is signaled by a rise in price and a rise in
_____ is signaled by a fall in price.

V. Make up sentences of your own with the words and expres-

sions given below.

worldwide household engage in

view, v. labour reinforce, v.
to some degree consumption superstition, n
on the basis of regulation tackle the problem
scarce, a. tax remote, a.
befall, v. advanced skills
obtain, v. working procedures tribe, n
time-hono(u)red follow the path tool, n
deviate from primitive communi- encounter, v.
rigidity ties be familiar with
offence, n.

VI. Make up questions to which the following statements will be

the answers. Summarize the answers:

Q. …………………….
A. Economics is the study of one important aspect of human soci-
ety — man’s striving to satisfy his needs and desires for material
goods and services available to him.
Q. …………………….
A. Men strive to satisfy their needs and desires for goods and serv-
ices within a system of relationships to other men, within an
economic system.
Q. …………………….
A. If we look at the very different political and social structures
which exist in the world today, and the way in which these sys-
tems have developed over the years, we are tempted to say that
people have made use of, and are making use of, a great variety
of economic systems.
Q. …………………….

194
A. You see, it is possible to group these different economic struc-
tures into four broad categories. These basic types of economic
organization are usually described as Traditional economies,
Market economies, Command economies and Mixed economies.
Q. …………………….
A. There are three things every economic system must do, so there
are three functions of an economic system.
Q. …………………….
A. The first one is to yield a decision on what we are going to pro-
duce with our available productive resources since not every-
thing needed or desired can be produced.
Q. …………………….
A. The second function which the economic system performs is that
of deciding how we are going to produce goods and services,
that is, the method we will use.
Q. …………………….
A. The third function how these products will be divided up among
customers is the most direct concern to people, for their share of
the goods produced can be increased only be the reduction of
some other person’s share.

VII. Answer the questions. Begin your answers with:

Well, let me see … I am not really sure … As far as I can remem-

ber …
I remember quite clearly that … I am not sure I can remember
all the details but … Well, I’d just like to say that … My attitude
from the beginning was …
I would like to say that … I think/believe that …

1. What are the distinctions between different economic systems?

2. What kind of problem are all societies faced with?
3. In what type of economy all the economic decisions are taken by
the government?
4. Who takes all decisions in the completely free-market economy?
5. Why is it useful to analyze the extremes?
6. What broad categories can different economic systems be
grouped into?
7. Where can traditional economic systems be found?
8.What methods of production and distribution are used by people
in traditional societies?
195
 9. Are the basic economic problems discussed in these societies?
10. How are the production and distribution problems solved in tra-
ditional economies?

VIII. Agree or disagree with the statements. Give your reasons.

The following phrases may be helpful:

That’s just what I think … Well, I’m not sure I agree …

I can’t agree more …
The point is that …
Far from it …
Perhaps I could begin by say-
ing that I absolutely agree …
I’m sorry I have to disagree …
That’s not right I’m afraid …
I think I should be frank to
say that …
I’m sorry I can’t give you the
exact answer …

1. It is possible to view the people of the whole world as partici-

pating in one worldwide economic system.
2. There are no distinctions between economic systems.
3. All societies are faced with the problem of surplus production of
all goods and services.
4. In the completely planned economy and in free-market economy
all economic decisions are taken by the government.
5. In fact all economies are a mixture of the two.
6. Countries differ in the degree and type of government intervention.
7. One can group the different economic structures into two basic types.
8. Traditional economic systems may characterize the most ad-
vanced countries of Europe.
9. In traditional societies all the economic decisions are based upon
customs.
10. The economies of the Burmese village or Bedouin tribe will be
much the same today as they were a thousand years ago.

IX. Translate into English:

1. Суспільство, маючи обмежені ресурси, прагне використати їх
найбільш ефективно, іншими словами, намагається отримати мак-
симальну кількість продуктів і послуг для задоволення своїх потреб.
2. Різні політичні та соціальні структури використовували та про-
довжують використовувати велике розмаїття економічних систем.
3. В історії людства існували такі основні типи економічних
систем: традиційна, командна, ринкова та змішана.

196
 4. Сьогодні, як правило, суспільства організовані за одним з
двох зразків. В одному випадку уряд ухвалює більшість економі-
чних рішень, в іншому — рішення приймаються на ринках.
5. При економіці, подібній до тієї, що діяла у Радянському
Союзі, уряд вирішував всі проблеми виробництва та розподілу;
він керував діяльністю підприємств, був роботодавцем для біль-
шості робітників і вказував, що їм робити.
6. Ринковою економікою є економіка, в якій приватні особи та
фірми приймають рішення щодо виробництва та розподілу.
7. Насправді в усіх сучасних суспільствах існує змішана еко-
номіка з елементами командної та ринкової систем. Ніколи не іс-
нували 100% ринкової системи.
8. Історично першою економічною системою була традиційна,
вона існувала протягом дуже тривалого часу.
9. Вона базується на традиціях, звичках, які передаються від
покоління до покоління (from generation to generation)
10. Більшість людей при традиційній економіці живе в сільсь-
кій місцевості і займається сільським господарством.
11. В традиційному суспільстві використовуються методи вироб-
ництва та розподілу, які були розроблені у далекому минулому.
12. Люди дотримувались традицій та звичок тому, що вони
вважали, що якесь нещастя спіткає їх, якщо вони відійдуть від
прийнятого способу життя.
13. Основні економічні питання, такі як виробництво та розпо-
діл, не потребують обговорення або вирішення у традиційному
суспільстві.
14. В традиційному суспільстві син слідує шляхом батька, ви-
користовуючи такі ж самі навички та інструменти.

X. Act as an interpreter:

Dialogue А

A.: Economics is the study of one important aspect of human society

— man’s striving to satisfy his needs and desires for material
goods and services from the limited resources available to him.
B.: Так, це абсолютно вірно. Я можу додати, що кожне суспі-
льство, маючи обмежені ресурси, прагне використати їх
найбільш ефективно. Іншими словами, намагається отрима-
ти максимальну кількість корисних продуктів для задово-
лення своїх потреб.

197
A.: But this problem can be solved efficiently only within certain
economic systems. If we look at the very different political and
social structures which exist in the world today, and the way in
which these systems have developed over the years, we are
tempted to say that people have made use of, and are making
use of, a very great variety of economic systems.
A.: Але, незважаючи на велике розмаїття економічних систем,
їх можна згрупувати у такі широкі категорії: традиційну,
командну, ринкову та змішану. Я знаю, що вирішуючи про-
блему використання обмежених економічних ресурсів, ко-
жна економічна система повинна дати відповіді на три ос-
новні економічні питання. Чи не можете Ви пояснити, які
це саме питання?
B.: As far as I know there are three things every economic system
must do. The first one is to yield a decision on what we are go-
ing to produce with our available productive resources since not
everything needed or desired can be produced.
A.: Я розумію, коли ми питаємо, що виробляти, ми маємо на
увазі, які саме товари та послуги виробляти для задоволен-
ня потреб людей, в якій кількості та асортименті. І в залеж-
ності від цього, якою буде структура виробництва.
B.: You are absolutely right. The second question is that of decid-
ing how we are going to produce goods and services, that is, the
method we will use. Virtually every product we can imagine
can be produced in more than one way. Since our productive re-
sources are scarce, we want to be certain we use them in the
best way possible, that is, the most efficient way.
A.: Так, одні й ті ж товари можна виробляти по-різному, тому
стає питання які для цього використовувати ресурси, тех-
нологію; якою буде організація виробництва.
B.: And finally, the third question is to decide how these products will
be divided up among consumers. This question is the one most di-
rect concern to people, for their share of the goods produced can be
increased only by the reduction of some other person’s share.
A.: Якщо економіка ефективна, то всі вироблені товари та по-
слуги повинні бути спожитими. Тому питання, яким чином
розподілятимуться доходи, товари та послуги між окреми-
ми людьми є дуже важливим.
B.: I may say, it is no surprise that the most controversial questions
about an economic system frequently turn on the results of the
system’s decisions on the allocation of consumer goods and
services.

198
 Dialogue B

A.: Історично першою економічною системою була традиційна,

вона існувала протягом дуже тривалого часу, а зараз її мож-
на спостерігати у племенах або країнах з низьким рівнем
економічного розвитку.
B.: It’s quite true, the economies of the Burmese village or Bedouin
tribe will be much the same today as they were a thousand years
ago. But even in advanced countries tradition still plays some
part in determining how the economy works. What are the main
characteristics of a traditional economy?
A.: Ця економічна система базується на традиціях, звичках, які
передаються від генерації до генерації. Економічне поло-
ження людини визначається її належністю до певного класу,
касти чи клану, воно успадковується від попередніх поко-
лінь.
B.: I also know that in a traditional economy most of the people live
in rural areas and engage in agriculture or other basic activities,
such as fishing or hunting.
A.: При традиційній системі найбільш просто вирішуються три
основні економічні проблеми: що?, як? і для кого? виробля-
ти. Це визначається традиціями залежно від наявних еконо-
мічних ресурсів.
B.: Such systems may characterize now only isolated tribes or groups.
They are less common today than they were in earlier decades.

Dialogue C

A.: Розглянуті нами питання — що?, як? і для кого виробляти?

— отримали назву Трьох фундаментальних проблем еконо-
міки.
B.: Так, суспільства вирішують ці проблеми по-різному; залеж-
но від форми їх вирішення розрізняють різні типи економі-
чних систем.
A.: А що таке економічна система?
B.: Під економічною системою розуміють форму організації
економіки, задачею якої є знайти найбільш ефективні форми
та методи використання обмежених економічних ресурсів.
A.: Чи можете Ви пояснити це більш детально?

199
B.: Так, дуже простими були форми та методи вирішення фун-
даментальних економічних проблем Робінзоном Крузо. В
залежності від своїх власних уподобань та смаків він займа-
вся мисливством, рибалив або взагалі нічого не робив. Але
зараз картина набагато складніша. Окремі економічні ре-
сурси належать приватним особам або державі. Одночасно,
власники ресурсів виступають як споживачі, їм потрібні то-
вари та послуги для задоволення потреб.
A.: Які ж основні типи економічних систем існували в історії
людства і яка основна різниця між ними?
B.: В історії людства існували: традиційна, ринкова, командна
та змішана економічні системи. Ринкова та командна — це
полярні економічні системи. Командна економіка спрямо-
вується централізованим контролем уряду; у ринковій еко-
номіці більшість рішень приймається приватними особами
та фірмами. На ранніх етапах розвитку людського суспільс-
тва та у слаборозвинених країнах існувала та існує тради-
ційна економічна система.
A.: Але, наскільки мені відомо, тепер не існує країн з «чисто
ринковою» або «чисто командною» економічною системою.
B.: Так, це вірно. Для різних суспільств у теперішній час харак-
терними є різні комбінації командної, ринкової, а іноді і
традиційної форми; економіка всіх країн є змішаною.

Dialogue D

Complete the open dialogue:

A.: I need some information about types of economic systems, I
have to write a course-paper.
B.: I can help you. You see last month I studied this topic at the Uni-
versity. … … ... is an accepted way of organizing production, us-
ing productive resources and governing business transactions in a
society. There are four basic types of economic systems.
A.: Well, actually , I know that they are ……… .
B.: You are right. In a ……… economy the government makes all
decisions about ……… .In ……… economy the government
plays no role in allocating ……… . In a ……… economy both
the ……… and the private sector (businesses and consumers)
play important roles in answering the ……… questions for soci-
ety as a whole.
200
A.: But what about a traditional ………?
B.: It is usually found in ……… . Such systems may characterize
……… . Until fairly recent times the most common way of
solving economic problems was that of ……… .

XI. Compose your own dialogues.

XII. Read the following text and give a short summary of it:
Let’s look at these three functions of an economic system from an
individual point of view. We see at once that the individual consumer
ordinarily does not have enough purchasing power to buy all the
goods and services he would like to have. No aspect of economics is
more obvious to university students than this one. This inability to
buy all the things one would like to buy is merely the reflection at the
level of the individual of the general proposition that economic life is
characterized by scarcity. When one does make a purchase, one is
voting for the production of those goods and voting against the pro-
duction of all those goods on which the money is not spent. Each of us
in this way contributes a small part of the answer to the question of
what the economic system should produce.
You, as an individual, similarly cast a vote on how it is going to be
produced when you decide what kind of work you will seek or train
for. Those fortunate enough to be owners of non-human productive
resources — lands or machines — will have to decide to what use to
put them. Thus we view the problem of how to produce from the level
of the individual. If you will think again about your inability to buy all
the things you would like to buy, you can see this as the working out
on the level of an individual of the rationing function of our economic
system. In effect, the system in this way provides you with your ration
of the goods and services produced.
And, finally, your personal economic position may improve because
the economy as a whole is growing, your part in the increased production
comes to you in improvement in your personal standard of living.

PART II
COMMAND ECONOMIES

In a command economy the government decides what to produce,

how to produce and for whom to produce. It is more usual to refer to
command economies as planned economies, although strictly speak-

201
ing, leaving the economy to run itself (i.e. laissez-faire) may be de-
scribed as a kind of economic «plan». Nevertheless, in line with gen-
eral usage, we shall also use the term «planned economy» to refer to
an economy which is subject to a high degree of direct centralized
control.
A planned or command economy is usually associated with a so-
cialist or communist economic system, where land and capital are
collectively owned. The government plans the allocation of resources
at three important levels:
• It plans the allocation of resources between current consumption
and investment for the future. By sacrificing some present consump-
tion and diverting resources into investment, it could increase the
economy’s growth rate.
The amount of resources it chooses to devote to investment will
depend on its broad macroeconomic strategy: the importance it at-
taches to growth as opposed to current consumption.
• At a microeconomic level it plans the output of each industry and
firm, the techniques that will be used, and the labour and other re-
sources required by each industry and firm.
In order to ensure that the required inputs are available, the state
would probably conduct some form of input-output analysis. All in-
dustries are seen as users of inputs from other industries and as pro-
ducers of output for consumers or other industries. For example, the
steel industry uses inputs from the coal and iron-ore industries and
produces output for the vehicle and construction industries. Input-
output analysis shows, for each industry, the sources of all its inputs
and the destination of all its output. By its use the state attempts to
match up the inputs and outputs of each industry so that the planned
demand for each industry’s product is equal to its planned supply.
• It plans the distribution of output between consumers. This will
depend on the government’s aims. It may distribute goods according
to its judgement of people’s needs; or it may give more to those who
produce more, thereby providing an incentive for people to work
harder.
It may distribute goods and services directly; or it may decide the
distribution of money incomes and allow individuals to decide how to
spend them. If it does the latter it may still seek to influence the pat-
tern of expenditure by setting appropriate prices: low prices to en-
courage consumption, and high prices to discourage consumption.
In practice, even with the best computers, the government has an
impossible task in a command economy. It is difficult to imagine that
such an economy could ever produce anything close to an efficient

202
allocation of resources. Not surprisingly, no pure command econo-
mies exist in the real world.
But it is also important to note that no modern economy is without
some elements of command, just as none is devoid of elements of tra-
dition. In all developed and most underdeveloped countries there is a
large measure of government control.

Read, translate and learn the following definitions:

planned a type of economy that is centrally controlled by a gov-

(command) ernment rather than by the amount of goods available
economy and the amount wanted by customers;
capital 1) the total value of the land, buildings, machinery, etc.;
assets belonging to a business less the sum of any debt it
has; 2) money that is used to start a business; 3) money
that is lent or borrowed with interest charged on it; 4)
wealth which can be used to produce further wealth;
resources wealth, supplies of goods, raw materials, etc. which a
person, country, etc. has or can use;
allocation 1) the setting aside of money, materials, etc. for a par-
ticular purpose; 2) the amount set aside;
investment 1) the purchase of materials, machines, etc. to produce
goods or to sell; 2) the purchase of property, shares,
securities, etc. to sell again, to make a profit or to re-
ceive money in the form of interest or dividends; 3) the
money invested;
input something that is put into business, a system or a proc-
ess and has an effect on it;
output the quantity of goods produced by a worker, a machine
or an organization;
input- the analysis which involves dividing the economy into
output sectors where each sector is a user of inputs and a sup-
analysis plier of outputs to other sectors. The technique exam-
ines how these inputs and outputs can be matched to
the total resources available in the economy;
destination a place where people or goods are going to or being sent;
distribution 1) putting parts of a set of things in different places;
giving or sending out; 2) the movement of goods to
places where they can be sold; the arrangements made
for this;
goods manufactured items, e.g. fridges, prepared items, e.g.
flour, or raw materials, e.g. coal that are for sale;

203
incentive something which incites, rouses or encourages a per-
son;
income money (in the form of wages or a salary or profit) re-
ceived from work done, or as interest from money in-
vested or a rent from property owned;
expendi- 1) action of spending money or using time and re-
ture sources; 2) an amount of money spent;
price, n. the amount of money for which something can be
bought or sold;
price, v. 1) to fix the price of something; 2) to mark the price on
goods in a shop.

II. Read the text given below and find the equivalents of the
Ukrainian words and expressions in the box:

стимул; отримувати прибуток; за певних умов; залишатися

незмінним; премія (додаткова винагорода); ставити за-
вдання; виконувати план; відставати від плану; боротьба;
зрізати кути; неякісні товари (мотлох); недооцінювати
потенціал виробництва; мати тенденцію; хибний (помилко-
вий) ефект; вирішувати проблему; засновувати; контролю-
вати якість; самофінансування; працювати на безприбут-
ково-збитковому рівні; підвищувати ціни

GETTING INCENTIVES RIGHT

WHEN THE WRONG INCENTIVES CAUSED
A STORM IN THE USSR

Any economic system will involve incentives. For example, under

a capitalist system, firms have the incentive to make profits. This will,
under certain circumstances, cause them to produce what the con-
sumer wants and to produce as efficiently as possible.
Under the Soviet system of central planning that was developed in
the 1930s and remained virtually intact until the 1980s, the main in-
centive for managers and workers was the bonus. Bonuses were
awarded if targets were fulfilled. These targets were set by the central
planning authorities and were normally expressed in quantitative
units: so many tonnes, metres, cubic metres, etc. The bonuses were
usually awarded monthly.

204
 So what sort of incentive did this provide? The incentive was to meet
the target, come what may. If it was clear as the month was progressing
that production was slipping behind schedule, there would be a mad
scramble to meet the target. Corners would be cut and quality would suf-
fer. This process, known as storming, was one of the major causes of
shoddy goods being produced throughout the Soviet economy.
Factory managers tended to underestimate their production poten-
tial to the authorities in order to get lower targets, which would be
easier to fulfil. The authorities knew this and hence tended to increase
targets. This made the problem of storming worse.
Here, then, was a case of incentives having a perverse effect: the
bonus system produced shoddy goods.
Under the policy of perestroika, two reforms were introduced in
the late 1980s to tackle the problem:
— A new government agency, ‘Gospriomka’, was set up. This
had the task of checking quality and rejecting substandard goods. Its
representatives in factories were often ex-employees of the factories
and therefore knew what to look for.
— Under a system known as Khosraschët, factories were to be
self-financing. They were required at least to break even, and to do so
they would have to produce saleable goods.
Postscript
Incentives can be perverse under capitalism too. Big businesses
may achieve higher profits not by being more efficient, but by driving
up prices and hence ‘exploiting’ the consumer.

III. Match the words on the left with their definitions on the
right. Memorize the definitions. Use the words in the sentences or
situations of your own.

1) economy a) the way of organizing and carrying on business

2) economics b) the rate of increase of the money received by a
country from industry and trade. It is usually meas-
ured by dividing the gross national product by the
number of people in the country
3) economic c) of an economy; of producing, distributing and
using goods
4) economical d) work which one decides to do; work which one
promises or must do
5) economic e) the economic life of a country; the workings of a
development country’s money; industry and trade

205
 6) economic f) increasing and expanding industry and employ-
growth ment in a country or region
7) effective g) able to bring about the result intended
8) efficient h) an attempt; a course of action (esp. in business)
of which the result is uncertain and there is risk of
loss or failure as well as chance of gain or success
9) enterprise i) the study of the processes involved in the pro-
duction, distribution and consumption of goods, esp.
in relation to cost
10) venture j) able to produce a good result without wasting
time or energy
11) undertaking k) careful with money or resources; not wasteful

IV. Complete the sentences by filling in the following table. Con-

nect the figures (1-8) with the letters (a-h)

1) Economics studies how a) distinguishes one type of economy

societies faced with the
central problem of …
2) In a command economy
the state plans how many
resources to allocate …
3) A command economy
has an advantage of …
4) In practice all econo-
mies are …
5) It is the degree and
form of government in-
tervention that …
6) Microeconomics con-
centrates on the operation …
7) Macroeconomics stu-
dies the economy …
8) A command economy
is likely to be inefficient:
a large bureaucracy will
be needed to collect …
from another.
b) and process information; prices and the
choice of production methods are likely to
be arbitrary; incentives may be inappropri-
ate; shortages and surpluses may result.
c) being able to address directly various
national economic goals, such as rapid
growth and avoidance of unemployment
and inequity.
d) reconciling unlimited desires for goods
and services with scarce resources that limit
output decide what get produced, how it is
produced and for whom it is produced.
e) as a whole, concentrating on such is-
sues as inflation, unemployment, and
growth in total output.
f) some mixture of the market and gov-
ernment intervention.
g) for present consumption and how
many for investment for future output.
h) of individual markets and the interac-
tions among them.

206
 V. Make up questions to which the following statements will be
the answers:

Q. …………………….
A. The motivation for command economies is the conviction that
central planning is more likely to produce the «right» mix of
output than a decentralized market mechanism.
Q. …………………….
A. I think, central planning can overcome some of the problems of a
free-market economy. Instead of having to rely on the decisions
of millions of individuals, decisions that will not always be in the
interests of society as a whole, the government could take an
overall view of the economy.
Q. …………………….
A. High growth rates could be achieved if the government directed
large amounts of resources into investment.
Q. …………………….
A. Unemployment could be largely avoided if the government care-
fully planned the allocation of labour in accordance with pro-
duction requirements and labour skills.
Q. …………………….
A. In practice, these goals could only be achieved at considerable
social and economic cost.
Q. …………………….
A. But the difficulties of formulating and implementing central
plans have made many command economies look with envy to
the efficiency of the market mechanism.
Q. …………………….
A. The former Soviet Union and China have both tried to harness
some of the efficiency of the market mechanism.
Q. …………………….
A. The countries of Eastern Europe — Poland, East Germany,
Yugoslavia, Czechoslovakia — have moved even further away
from central planning in an effort to gain more efficiency. This
economic restructuring reflects a recognition of how well decen-
tralized markets can communicate consumption desires and pro-
duction possibilities.
207
 VI. Agree or disagree with the statements. Give your reason. The
following phrases may be helpful:

I entirely agree … I couldn’t agree more with the

To some extent I agree, but
the fact is …
Another point is …
I’m a bit doubtful about …
What is more …
Let’s discuss it in more de-
tail …
idea …
Well, I’m not sure I entirely agree
…
I’m sorry, I have to disagree …
That’s not right I’m afraid …
I’m sorry, I can’t give you the exact
answer …

1. The larger and more complex the economy, the greater the task
of collecting and analyzing the information essential to planning.
2. Complicated plans are unlikely to be costly.
3. It is difficult to devise appropriate incentives to encourage
workers and managers to be more productive without a reduction of
quality. To avoid this problem a large number of officials may have to
be employed to check quality.
4. Complete state control over resource allocation will involve in-
dividual liberty.
5. The government may enforce its plans even if they are un-
popular.
6. If production is planned, but consumers are free to spend money
incomes as they wish, then the government has a problem of avoiding
shortages and surpluses.
7. High growth rates can be achieved if the government directs
large amounts of resources into current consumption.
8. In all developed and underdeveloped countries there is a large
measure of government control.

VII. Answer the questions. Begin your answers with:

The obvious answer is … As far as I can remember …

I think it will help if I give
you some background infor-
mation on the matter …
The point is that …
Well, let me see …
I’m glad you asked me that …
Oh, let me think for a moment …
I an afraid there’s no easy an-
swer to that …
I think I ought to say right from
the start that …
I believe you know that …

208
 1. Who makes all decisions in a command economy?
2. At what levels does the government plan the allocation of re-
sources in a command economy?
3. How can the economy’s growth rate be increased in a planned
economy?
4. What will the amount of resources depend on?
5. What kind of plans are made at a microeconomic level?
6. Why is it necessary to conduct input-output analysis?
7. What does it show?
8. How can output be distributed among consumers in a command
economy?
9. Can we find elements of command in countries with other
economies?
10. What role does government play in the economy of Ukraine?

VIII. Translate into English:

В командній економіці всі рішення про виробництво і спожи-

вання приймаються державою. Характерною рисою такої систе-
ми є суспільна власність на всі економічні ресурси.
Держава вирішує питання про те «Що?» виробляти. Саме вона
визначає обсяг і структуру виробництва на макрорівні, а також
для кожного окремого підприємства на мікрорівні. Зрозуміло, що
в такому випадку неможливо врахувати різноманітні потреби
окремих людей.
Згідно з планом у командній системі відбувається також роз-
поділ виробничих ресурсів між галузями та підприємствами. Та-
ким чином, держава дає відповідь на питання «Як?» виробляти.
Центральні органи визначають також і доходи людей, основ-
ними з яких є заробітна плата. Так, держава через регулювання
доходів людей визначає для кого? виробляти.
Економічний механізм командної системи має свої переваги
та недоліки. Перваги командної економіки дуже тісно пов’язані з
недоліками ринкової системи, а централізоване керівництво дає
можливість подолати деякі з них. Наприклад, використовуючи
монопольне положення держава може сконцентрувати великі ре-
сурси на пріоритетних напрямках розвитку економіки у короткі
строки. Прикладом може бути індустріалізація або розвиток во-
єнної промисловості у СРСР під час Другої світової війни.
Але командна економіка має також суттєві недоліки. Вони та-
кож пов’язані з монопольним економічним становищем держави.
По-перше, навіть використовуючи найдосконаліші комп’ютери,

209
центральні органи неспроможні врахувати все різноманіття по-
треб споживачів. Як наслідок виникає дефіцит одних продуктів
та надлишок інших. По-друге, для оцінки потреб та розміщення
ресурсів необхідна ціла армія чиновників, що є марною витратою
ресурсів. По-третє, державна власність на ресурси та розподіл
доходів зумовлюють практичну відсутність зацікавленості людей
в результатах своєї діяльності.

IX. Render into English:

Питання про роль держави в економіці країни має давню іс-

торію. Були часи, коли економічна роль держави лишалася ма-
лопомітною. Майже до кінця ХІХ століття багато урядовців до-
тримувалися всім відомого підходу «laissez faire», який
твердить, що держава має втручатися в економічні справи на-
стільки мало, наскільки можливо і залишати на ринки економі-
чні рішення. В ХХ столітті, особливо після економічної кризи
1929—1933 рр., відбувся серйозний поворот: держава присту-
пила до систематичного макроекономічного регулювання, знач-
но розширила свій вплив на економічне життя суспільства. У
80-х роках ХХ століття тенденція знову змінилася, розпочалося
дерегулювання економіки розвинутих країн. Що стосується
України, а також ряду інших колишніх соціалістичних країн,
вони переживають складний період радикальної зміни економі-
чної ролі держави.

X. Read and retell the following text:

THE SOVIET ECONOMY UNDER STALIN

AND GORBACHEV

Early years
The Bolsheviks under the leadership of Lenin came to power in
Russia with the October revolution of 1917. The Bolsheviks, however,
were opposed by the White Russians and civil war ensued.
During this period of War Communism, the market economy was
abolished. Industry and shops were nationalized; workers were told
what jobs to do; there were forced requisitions of food from peasants
to feed the towns; the money economy collapsed as rampant inflation
made money worthless; workers were allocated goods from distribu-
tion depots.
210
 With the ending of the civil war in 1921, the economy was in bad
shape. Lenin embarked on a New Economic Policy. This involved a
return to the use of markets. Smaller businesses were returned to pri-
vate hands, and peasants were able to sell their food rather than hav-
ing it requisitioned. The economy began to recover.
Lenin died in 1924 and Stalin came to power.
The Stalinist system. The Soviet economy underwent a radical
transformation from 1928 onwards. The key features of the Stalinist
approach were collectivization, industrialization and central planning.
Collectivization of agriculture. Peasant farms were abolished and
replaced by large-scale collective farms where land was collectively
owned and worked. Collectivization initially caused massive disrup-
tion and famine, with peasants slaughtering their animals rather than
giving them to the collective. But despite an initial fall in output, more
food was provided for the towns, and many workers left the land to
work in the new industries.
In addition to the collective farms, state farms were established.
These were owned by the state and were run by managers appointed
by the state. Workers were paid a wage rather than having a share in
farm income.
Both collective and state farms were given quotas of output that
they were supposed to deliver for which the state would pay a fixed
price.
Industry and central planning. A massive drive to industrializa-
tion took place. To achieve this a vast planning apparatus was devel-
oped. At the top was Gosplan, the central planning agency. This pre-
pared five-year plans and annual plans.
The five-year plans specified the general direction in which the
economy was to move. The annual plans gave the details of just what
was to be produced and with what resources for some 200 or so key
products. Other products were planned at a lower level — by various
industrial ministries or regional authorities.
The effect was that all factories were given targets that had to be
achieved. It was the task of the planning authorities to ensure that the
targets were realistic: that there were sufficient resources to meet the
targets. The system operated without the aid of the price mechanism
and the profit motive. The main incentive was the bonus: bonuses
were paid to managers and workers if targets were achieved.
The Stalinist system remained with only minor changes until the
1980s. In the early years, very high growth rates were achieved; but
this was at a cost of low efficiency. The poor flow of information
from firms to the planners led to many inconsistencies in the plans.

211
The targets were often totally unrealistic, and as a result there were
frequent shortages and sometimes surpluses. With incentives purely
geared to meeting targets, there was little product innovation and
goods were frequently of poor quality and finish.
The limits of planning. Although most resources were allocated
through planning, there were nevertheless some goods that were sold
in markets. Any surpluses above their quota that were produced by
collective farms could be sold in collective farm markets (street mar-
kets) in the towns. In addition, the workers on collective farms were
allowed to own their own small private plots of land, and they too
could sell their produce in the collective farm markets.
A large «underground economy» flourished in which goods were
sold on the black market and in which people did second ‘unofficial’
jobs (e.g. as plumbers, electricians or garment makers).
Stalin’s successors. Stalin died in 1953. His successor,
Khruschev, tried some modest reforms in the late 1950s and early
1960s. But Khruschev was ousted in 1964 by Brezhnev and Kosygin.
In the mid-1960s there were some further modest reforms, with a
move towards bonuses being based on a firm’s profitability rather
than on the simple achievement of quantitative targets. But these re-
forms largely petered out.
Growth slowed down in the 1970s and by the time Gorbachev
came to power in 1985 many people in the Soviet Union were press-
ing for fundamental reforms.
Gorbachev’s reforms
The reforms are generally referred to by the Russian word peres-
troika. which means economic reconstruction. Perestroika was con-
cerned with creating a «planned socialist market». This involved a
compromise between the state planning system and the Western free-
market system.
Reforms included the following:
— Making managers more involved in preparing their own plans
rather than merely being given instructions.
— Insisting that firms cover their costs of production. If they can-
not, the state may refuse to bale them out and they may be declared
bankrupt. The aim of this is to encourage firms to be more efficient.
— Improving the incentive system by relating bonuses more
closely to genuine productivity.
— Organizing workers into small teams or «brigades» (typically
of around 10—15 workers). Bonuses were then awarded to the whole
brigade according to its productivity. The idea was to encourage peo-
ple to work more effectively together.

212
 — Stringent checks on quality by state officials and the rejection
of substandard goods.
— Allowing co-operatives to be set up. These are generally rela-
tively small businesses owned by the workers rather than the state.
— Allowing individuals to set up one-person businesses (e.g. taxi
drivers, plumbers or hairdressers).
— Except in the case of co-operatives and one-person businesses,
the state still sets prices. Nevertheless prices are now adjusted rela-
tively frequently in order to reflect demand and supply, and the
authorities are increasingly agreeing to price changes requested by
firms. In many cases this has involved substantial price rises.
Nevertheless, the plan remained, and the state still operated as
economic overseer, only from a distance: regulating rather than dic-
tating economic processes.

XI. Case-Study:

EAST MEETS WEST: BUSINESS JOINT VENTURES

One of the shining examples of an East-West joint venture was the

case of Combustion Engineering and the Soviet Union. A firm from
the Western world working with a Soviet partner was still big news.
This example was used to show how two different approaches to
business could be integrated and blended. But this highly publicized
joint venture was starting to unravel.
The internal bickering between the partners centered on payment
of money (hard currency) for services rendered, as well as on different
management practices and manufacturing procedures. The partners
was bickering, complaining about each other, and accusing each other
of possessing poor business sense.
About 1,790 joint ventures were registered in the Soviet Union. At
that time only about 445 actually started operations. About 100 of the
joint ventures were losing money. The reasons for the difficulties with
Western-Eastern European business deals could fill a book. However,
some clues suggest that business and the way it was conducted in New
York or Tokyo are different from the way business was transacted in
Warsaw and Moscow. Western and Eastern economic systems dif-
fered for decades. Under the Soviet system, the customer was ex-
pected to be grateful for whatever he or she got. Take it and don’t
complain. In the United States, this philosophy would get a business
owner a severe case of «lost customers» and no «customer loyalty.»
213
 Customers under a mixed American-type economic system are
kings and queens. The autocratic style of doing business will just not
work in the West. Americans have numerous choices from which to
select the company with whom they will do business or from whom
they will purchase products or services.
Improvement or education of Soviet managers in dealing with
customers was what Combustion Engineering should have accom-
plished. Even though the Soviet Union was slowly changing the way
it conduced business, this was a difficult task.
If the Soviets were going to attract more joint venture partners,
they would need to change their management philosophy and their
way of treating customers. They would need to place new emphasis
on profit. Some Soviets claimed that Americans were too impatient,
wanting to earn a profit within five years. They estimated that some of
the joint ventures would not earn a profit for 10 to 15 years.
Operating a joint venture like a business requires understanding the
foundations of business. The Soviets and other Eastern Europeans
were learning that conducting business was challenging, and many
planned to be successful in the near future. A Western joint venture
partner could help in the learning process.

Questions for Discussion

1. Why would a joint venture partner from a planned economy

have difficulty understanding that the consumer is a king or a queen?
2. Could a small business owner tolerate a business deal (joint
venture) that had little probability of being profitable within the first
10 years?
3. Why few Americans were willing to enter into joint ventures
with Soviet partners in mid-1991?

214
 Unit

PART І
FREE-MARKET ECONOMIES

The free-market economy is usually associated with a pure capi-

talist system, where land and capital are privately owned. All eco-
nomic decisions are made by households and businesses interacting in
markets free of any sort of government intervention. This kind of
economy is also characterized by competition among businesses
seeking a profit.
Individuals in free-market economies pursue their own interests,
trying to do as well for themselves as they can, without government in-
terference.
At first it might seem that an economy in which everyone pursued
his or her self-interest with no government direction at all would be at
least as chaotic and inefficient as a command economy. Adam Smith
(1723-1790), a Scottish philosophy professor and one of the founders of
economics, argued strongly against this view in his classic book The
Wealth of Nations (1776). Smith contended that individuals pursuing
their self-interest in a free-market economy would be led, «as if by an
invisible hand,» to do things that are in the interests of others and of
society as a whole.
It is assumed that individuals are free to make their own economic
choices. Consumers are free to decide what to buy with their incomes.
Workers are free to choose where and how much to work. Firms are free
to choose what to sell and what production methods to use.
The resulting supply and demand decisions of firms and households
are transmitted to each other through their effect on prices.
The price mechanism. The price mechanism works as follows.
Prices respond to shortages and surpluses. Shortages cause prices to
rise. Surpluses cause prices to fall.
If consumers decide they want more goods (or if producers decide to
cut back supply), demand will exceed supply. The resulting shortage will
cause the price of the goods to rise. This will act as an incentive to produc-
ers to supply more, since production will now be more profitable. It will

215
discourage consumers from buying so much. Price will continue rising
until the shortage has thereby been eliminated.
If, on the other hand, consumers decide they want less goods (or if
producers decide to produce more), supply will exceed demand. The re-
sulting surplus will cause the price of the goods to fall. This will act as a
disincentive to producers, who will supply less, since production will now
be less profitable. It will encourage consumers to buy more. Price will
continue falling until the surplus has thereby been eliminated.
The same analysis can be applied to factor markets. If the demand for
a particular type of labour exceeds its supply, the resulting shortage will
drive up the wage rate (i.e. the price of labour), thus reducing firms’ de-
mand for that type of labour and encouraging more workers to take up
that type of job. Wages will continue rising until demand equalls supply,
until the shortage is eliminated.
Likewise if there is a surplus of a particular type of labour, the wage
will fall until demand equalls supply.
The effect of changes in demand and supply. How will the price
mechanism respond to changes in consumer demand or producer supply?
After all, the pattern of consumer demand changes. For example, people
may decide they want more bicycles and fewer skateboards. Likewise the
pattern of supply also changes. For example, changes in technology may
allow the mass production of microchips at lower cost, while the pro-
duction of hand-built furniture becomes relatively expensive.
In all cases of changes in demand and supply, the resulting changes in
price act as both signals and incentives.
A change in demand. A rise in demand is signalled by a rise in price.
This then acts as an incentive for supply to rise. What in effect is hap-
pening is that the high prices of these goods relative to their costs of
production are signalling that consumers are willing to see resources
diverted from other uses. This is just what firms do. They divert re-
sources from goods with lower prices relative to costs (and hence lower
profits) to those goods that are more profitable.
A fall in demand is signalled by a fall in price. This then acts as an in-
centive for supply to fall. The goods are now less profitable to produce.
A change in supply. A rise in supply is signalled by a fall in price.
This then acts as an incentive for demand to rise. A fall in supply is
signalled by a rise in price. This then acts as an incentive for demand
to fall.
The interdependence of markets. The interdependence of goods
and factor markets. A rise in demand for goods will raise its price and
profitability. Firms will respond by supplying more. But to do this they
will need more inputs. Thus the demand for the inputs will rise, which in

216
turn will raise the price of the inputs. The suppliers of inputs will respond
to this incentive by supplying more. This can be summarized as follows:
1. Goods market
— Demand for the goods rises.
— This creates a shortage.
— This causes the price of the goods to rise.
— This eliminates the shortage by choking off some of the de-
mand and encouraging firms to produce more.
2. Factor market
— The increased supply of the goods causes an increase in the de-
mand for factors of production (i.e. inputs) used in making it.
— This causes a shortage of those inputs.
— This causes their prices to rise.
— This eliminates their shortage by choking off some of the
demand and encouraging the suppliers of inputs to supply more.

Interdependence exists in the other direction too: factor markets

affect goods markets. For example, the discovery of raw materials will
lower their price. This will lower the costs of production of firms using
these raw materials and will increase the supply of the finished goods.
The resulting surplus will lower the price of the goods which will en-
courage consumers to buy more.
Thus, even though all individuals are merely looking to their own
self-interest in the free-market economy, they are in fact being encour-
aged to respond to the wishes of others through the incentive of the price
mechanism.
When markets are highly competitive, no one has great power.
Competition between firms keeps prices down and acts as an incentive
to firms to become more efficient. The more firms there are competing,
the more responsive they will be to consumer wishes.
The more efficiently firms can combine their factors of production,
the more profit they will make. The more efficiently workers work, the
more secure will be their jobs and the higher their wages. The more care-
fully consumers decide what to buy, the greater the value for money
they will receive.
Thus people pursuing their own self-interest through buying and
selling in competitive markets help to minimize the central economic
problem of scarcity, by encouraging the efficient use of the nation’s re-
sources in line with consumer wishes. From this type of argument, the
following conclusion is often drawn by defenders of the free market:
‘The pursuit of private gain results in the social good’. This is obvi-
ously a highly significant claim and has profound moral implications.

217
 So the framework of a market system contains six essential fea-
tures. They are:
1) private property
2) freedom of choice and enterprise
3) self-interest as the dominating motive
4) competition
5) a reliance on the price system
6) a very limited role of the government.

Vocabulary notes

pure, a. чистий; ясний (про звук); однорідний (про

колір); правильний, що відповідає певним
нормам (про мову); теоретичний; незіпсо-
ваний; правдивий, чесний; абсолютний
assume, v. набирати, приймати, брати на себе (to ~
responsibility — брати на себе відповідаль-
ність); вживати (заходів); вважати, при-
пускати (it’s ~d that … — вважають, що ...)
transmit, v. повідомляти, передавати (to ~ news — пере-
давати новини); передавати у спадщину; по-
силати, відправляти, проводити, пропуска-
ти (iron ~s heat — залізо проводить тепло)
household, n. сім’я, родина, домочадці; хатнє (домашнє)
господарство; (The H.) двір (монарха)
shortage, n. недостача, нестача, брак (чогось); дефі-
цит
surplus, n. лишок, зайвина, решта; активне сальдо
market, n. ринок, базар; продаж, збут, попит; тор-
гівля; ринкова ціна (at the ~ — за ринковою
ціною); біржа; Ам. продовольчий магазин
factor (input) mar- ринок факторів виробництва (напр. робо-
ket чої сили)
foreign (external, — зовнішній ринок
overseas, outer)
market
domestic (home, — внутрішній ринок
internal, inland)
market
commodity market товарна біржа, ринок товарів

218
 foreign exchange валютний ринок
market
money market грошовий ринок; ринок короткостроково-
го капіталу
real estate market ринок нерухомості
securities (stock) ринок цінних паперів, фондова біржа
market
sheltered (closed) закритий ринок (доступ не членів органі-
market зації обмежений, напр.. фондова біржа)
eliminate, v. усувати, виключати; ліквідувати, знищувати;
ігнорувати, не брати до уваги, не зважати
divert, v. відхиляти, відвертати, відводити; відво-
лікати (увагу)
choke off, v. задушити, заглушити, знищувати; відмо-
вити (когось від чогось)
secure, a. безпечний, надійно захищений; надійний,
міцний, вірний; спокійний, упевнений
in line with у відповідності до
gain, n. користь, нажива; виграш; збільшення;
прибуток
pursuit, n. переслідування, погоня; пошук, домагання;
заняття; виконання
claim, n. вимога, претензія; заявка; позов
rate, n. норма; ставка, тариф; курс; ціна; темп;
відсоток, частка, коефіцієнт
wage rate ставка заробітної плати
birth rate коефіцієнт народжуваності
discount rate облікова ставка
exchange rate валютний курс
growth rate темп зростання
interest rate відсоткова ставка
profound, a. глибокий, ґрунтовний (~ changes — карди-
нальні зміни); важкий для розуміння, скла-
дний; повний, абсолютний
implication, n. залучення, утягування; причетність, спів-
участь, приховане значення, контекст
enterprise, n. підприємство; підприємливість; ділови-
тість, ініціативність; підприємництво;
справа (особл. ризикована); починання, захід
reliance, n. довір’я, довіра, упевненість (to have/to
place/to put ~ in/on/upon smb/smth — покла-
датись на когось/щось); опора, надія

219
 I. Match the words from the text with their corresponding defini-
tions on the right (a-l):

1) private property a) an amount that is more than is needed

2) competition b) a person or group of people making, dis-
tributing, buying or selling goods or providing
services; a firm or company
3) wage c) a house, factory, land, buildings, etc. owned by
an individual or an independent company without
being controlled or financed by the government
4) surplus d) the money gained in a business deal esp. the
difference between the amount earned and the
amount spent
5) shortage e) a natural substance, e.g. copper, wood, coal,
used to make something in an industrial process
6) business f) activity in which a person or company that
offers the same or better goods and services as
another and therefore competes for the same
customers
7) profit g) the amount of money paid or charged for
goods and services
8) producer h) a person, organization or country that
makes or grows something
9) cost i) money paid to a worker for work done
10) raw material j) a situation where there is not enough of
something

II. Complete the following sentences:

1. In the free market economy all economic decisions …

2. This kind of economy is also characterized …
3. Individuals in free-market economies pursue …
4. Adam Smith argued against …
5. The resulting supply and demand decisions …
6. Prices respond to …
7. If consumers decide they want more goods …
8. Price will continue rising until …
9. If consumers decide they want less goods …
10. The same analysis …
11. In all cases of changes in demand and supply …
12. The rise in demand is signaled by …
13. Interdependence exists …

220
 14. Even though all individuals are looking to their own self-
interest …
15. Competition between firms …
16. The more efficiently firms can combine their factors of pro-
duction …
17. People pursuing their own self-interest through buying and
selling in competitive markets help …
18. The framework of a market system contains the following
features: …

III. Match the words on the left with their synonyms on the right.
There may be more than one synonym.
unmixed
consider real estate
decrease deep
eliminate interference
rivalry reduce
immovable prop- assume
erty increase
profound apply
intervention lower
rise pass on
use competition
pure cost
price cut back
transmit choke off
believe
IV. Supply the correct word or word combination from the box
for each space in the sentences given below:
profit (2) interfere distribute reliance
private owner- competition (2) services respond
ship advocate free enterprise intervention
fail drawbacks freedom of en- persuade
trade choices (2) terprise property
price fairness advertising households
equity market
1. Capitalism is characterized by ___ of capital and by ___ among
business seeking a profit.
2. The ___ of people greatly influence decisions about production
and use of resources.

221
 3. ___ means that businesses and individuals with the capital may
enter any legal business venture they wish.
4. Under capitalism, any business or individual can earn _____ by
producing useful goods or _____.
5. _____ is another important part of capitalism.
6. A business that consistently loses money and makes no profit
will _____.
7. Adam Smith argued with one or two exceptions, that the state
should not _____ in the functioning of economy.
8. The state should allow ___ for firms and free ____ for countries.
9. Adam Smith is considered to be the father of the «libertarian
movement» — the movement that _____ the absolute minimum
amount of state _____ in the economy.
10. But Smith was not blind to the _____ of unregulated markets.
11. The free-market economy can _____ quickly to changing de-
mand and supply conditions.
12. Giant firms may charge high _____ and make large _____.
13. Rather than merely responding to consumer wishes, they may
attempt to _____ consumers by _____.
14. Power and _____ may be unequally _____.
15. _____ on prices as a mechanism for distributing goods and re-
sources implies that we believe such a distribution is fair.
16. The efficiency of the price system may conflict with standards
of _____ and _____.
17. The decisions of firms and _____ interact through ______ to
make all the «what», «how» and «for whom» decisions.
18. It is assumed that individuals are free to make their own eco-
nomic _____.

V. Make up sentences of your own with the words and expres-

sions given below:

be associated with price mechanism eliminate, v.

interact, v. shortage, n. cost, n.
be characterized by surplus, n. be signaled by
intervention, n. cut back, v. divert from
essential features incentive, n. interdependence, n.
interference, n. profitable, adj. affect, v.
self-interest exceed, v. finished goods
inefficient, adj. cause, v. respond, v.
argue, v. encourage, v. secure, adj.
transmit, v. be applied to in line with

222
 VI. Make up questions to which the following statements will be
the answers:

Q. …………………….
A. The institution of private property is a major feature of capital-
ism. It means that individuals have the right to own, control and
dispose of land, buildings, machinery, and other natural and
man-made resources.
Q. …………………….
A. Freedom of enterprise means that individuals are free to buy and
hire economic resources, to organize these resources for produc-
tion, and to sell their products in the market of their own choice.
Q. …………………….
A. Freedom of choice means that owners of land and capital may
use these resources as they see fit, that workers are free to enter
(and leave) any occupations for which they are qualified, that
consumers are free to spend their incomes in any way they wish.
Q. …………………….
A. The motive for economic activity is self-interest. Each unit in the
economy attempts to do what is best for itself. Firms will act in
ways which will lead to maximum profits (or minimum losses).
Owners of land and capital will employ these assets so as to ob-
tain the highest possible rewards.
Q. …………………….
A. Economic rivalry or competition is another essential feature of a
free enterprise economy. In the market for each commodity there
are large numbers of buyers and sellers. Each buyer and seller
accounts for an insignificant share of the business transacted and
hence has an influence on the market demand and market sup-
ply. So, competition is the regulatory mechanism of capitalism
as no single firm or individual is large enough or strong enough
to control a market and exploit the other buyers or sellers.
Q. …………………….
A. The most basic feature of the market economy is the use of the price
mechanism for allocating resources to various uses. The price system
is an elaborate system of communications in which innumerable free
choices are aggregated and balanced against each other. The deci-
sions of producers determine the supply of a commodity; the deci-
sions of buyers determine the price. Changes in demand and supply
cause changes in market prices and bring about the changes in the
ways in which society uses its economic resources.
223
 VII. Answer the questions. Begin your answers with:

Well, let me think for a mo-
ment …
In my opinion …
That’s a very interesting
question …
The point is that …
As a matter of fact …
For one thing … for another
thing …
There’s no doubt that …
Perhaps I could begin by
saying that …
As far as I can remember …

1. What are the major characteristics of the free-market economies?

2. Who makes all economic decisions in the free-market economy?
3. Whose interests do individuals in the free market economy
pursue?
4. What did Adam Smith write in his book The Wealth of Na-
tions?
5. What does freedom of choice mean?
6. How does the price mechanism work?
7. In what way do changes in demand and supply affect the price
mechanism?
8. What can you say about the interdependence of markets?
9. Why are individuals being encouraged to respond to the wishes
of other people?
10. Competition in the free-market economy acts as the regulatory
mechanism, doesn’t it?
11. How do people help to minimize the central economic problem
of scarcity?

VIII. Agree or disagree with the statements. Give your reasons.

The following phrases may be helpful:

It’s hard to say now, though I’m
sure …
I have got the impression that …
Actually … That’s exactly what I
was going to say myself…
Nothing could be further from the
truth …
No, I’m sorry, I disagree entirely …
That’s not right, I’m afraid …
Yes, it’s absolutely true. More
than that …
I’d like to underline the fact
that …
I feel I should point out that …
I’d like to make it clear that …

224
 1. The market system of economic organization is commonly de-
scribed as a free enterprise or laissez-faire, or capitalist system.
2. The pure market system exists in many countries of the world.
3. The institution of private property is a major feature of capi-
talism.
4. Shortages cause prices to fall and surpluses cause prices to
rise.
5. The decisions of producers determine the supply of commodity;
the decisions of buyers determine the price.
6. In the free-market economy freedom of choice means that pro-
ducers don’t respond to consumers preferences — they produce what-
ever they want.
7. Since capitalism is based on the principle that individuals should
be free to do as they wish, it is not surprising to find that the motive
for economic activity is self-interest.
8. When markets are highly competitive, no one has great power.
9. The more efficiently firms can combine their factors of produc-
tion, the less profit they will make.
10. The pursuit of private gain results in the social good.

IX. Translate into English:

1. Вільна ринкова економіка зазвичай асоціюється з капіталіс-

тичною системою, де земля і капітал знаходяться у приватній
власності.
2. Ринкову економіку визначають декілька важливих елемен-
тів, один з яких — приватна власність.
3. Під приватною власністю розуміється право окремих людей
і фірм володіти засобами виробництва (підприємствами, завода-
ми, фермами, шахтами і т.п.).
4. Мотив отримання прибутку — ще один важливий елемент у
ринковій системі.
5. Прибуток змушує виробників виготовляти товари, що ма-
ють попит у покупця, і поставляти їх на ринок.
6. Ця ж вимога прибутковості змушує продавців робити про-
дукт із найменшими витратами, тому що найменші витрати до-
зволяють: а) підвищити прибуток, тобто різницю між продажною
ціною і витратам; б) знизити ціни у боротьбі з конкурентами; в)
зробити і те і інше.
7. Той факт, що вільна ринкова економіка функціонує автома-
тично є однією з її великих переваг.

225
 8. Коли ринки є високо конкурентними, ніхто не має надмір-
ної влади.
9. Конкуренція між підприємствами стримує ціни і стимулює
фірми працювати більш ефективно.
10. Таким чином, люди, керуючись власними, особистими ін-
тересами, купуючи та продаючи товари на ринку, мінімізують
основну економічну проблему обмеженості ресурсів, стимулюю-
чи ефективне використання цих ресурсів згідно з бажаннями
споживачів.

X. Act as an interpreter:

Dialogue А

A.: Is it true that in a free-market economy all economic decisions

are made by households and businesses interacting in markets?
B.: Так, у ринковій системі всі економічні рішення приймають-
ся домашніми господарствами і фірмами, які взаємодіють
на ринку. І споживачі, і власники ресурсів є особисто неза-
лежними та у своїх діях керуються власними особистими
інтересами.
A.: How is the problem of what we are going to produce solved in a
free-market economy?
B.: Фірмам вигідніше виробляти ті товари, які бажають купити
споживачі та ладні сплатити за них більшу ціну. Саме в цих
галузях зростає прибуток фірм, як наслідок, у виробництво
залучаються додаткові ресурси, зростає їх обсяг. Якщо ж
споживачам не подобаються певні товари, ціна на них зме-
ншується, вона навіть не покриває витрати фірми на ресур-
си, виробництво стає збитковим і, звичайно, скорочується.
Таким чином, відповідь на питання ЩО виробляти дає ри-
нок.
A.: Do you think that the most basic feature of the market economy
is the use of the price mechanism?
B.: Так, система цін є однією з дуже важливих рис ринкової си-
стеми. Вона є індикатором бажань споживачів, та розміщує
виробничі ресурси суспільства згідно з ними. В ринковій
економіці немає ніякої «вищої» (державної) влади, яка б
вирішувала, що виробляти і як використовувати ресурси.
A.: In what way is the second problem (How to produce?) solved in
the market economy?

226
B.: Ефективність виробництва у ринковій економіці досягаєть-
ся завдяки матеріальному стимулюванню. Для фірм таким
стимулом є максимальний прибуток, який вони отримують,
якщо продадуть свою продукцію за найменшою ціною, а
свої витрати зроблять мінімальними. Домашні ж господарс-
тва намагаються продати свої виробничі ресурси як можна
дорожче. Таким чином вирішується проблема ЯК виробля-
ти.
A.: We know that the question how all goods and services will be
divided up among consumers is the most direct concern to peo-
ple. How is it solved in the market economy?
B.: Доходи, які отримують домашні господарства за виробничі
ресурси, визначають, хто буде споживати вироблені товари
та послуги (ДЛЯ КОГО виробляти?). Таким чином, ринок
автоматично і ефективно дає відповідь на три основні пи-
тання економіки. Його порівнюють з досконалим
комп’ютером, який реєструє уподобання людей щодо пев-
них товарів та послуг, передає цю інформацію фірмам, пе-
реміщує згідно з цим необхідні ресурси та визначає, хто
отримає кінцеві продукти.

Dialogue В

A.: Ми бачимо, що ринкова система має багато переваг. Але як

і будь-яка система вона має і свої недоліки. Що ви можете
сказати про них?
B.: It’s quite true. Although the market mechanism is an efficient
method for choosing the mix of output, it is not without blem-
ishes. One of the foremost objections to the market mechanism
concerns equity. Use of price system presumes allegiance to
certain standards of fairness. In particular, reliance on prices as
a mechanism for distributing goods and resources implies that
we believe such a distribution is «fair». For example, goods and
services distributed through the market mechanism go dispro-
portionately to those with the greatest ability to pay. Rich people
live in comfortable homes, while some poor people sleep in
abandoned cars.
A.: Так, ця проблема є дуже важливою. Але ми знаємо, що вона
не єдина. Інша дуже серйозна проблема стосується товарів,
що не мають ціни, чи не так?

227
B.: Yes, this problem is the one that strikes at the very heart of the
market mechanism. There are a lot of valuable things that can-
not be priced. Clean air, for example, is something nearly eve-
ryone considers precious. Nevertheless, it is difficult to imagine
how we could buy it.
Clean air is not alone among unpackageable and unmarketable
goods. The list of them is long, including such diverse products as
national defence, traffic congestion, and the vibration from your
neighbour’s stereo. In every such case, we are sidestepping the
market mechanism: benefits or costs are being exchanged without
direct payment. These kinds of interactions are referred to as exter-
nalities. They violate the basic market concept that everything must
be packaged, marketed and exchanged for a negotiated price.
A.: Ще однією дуже важливою проблемою є недостатньо висока
конкуренція між фірмами, що може призвести до підвищення цін.
B.: Yes, competition between firms is often limited. A few giant
firms may dominate an industry. In these cases they may charge
high prices and make large profits. Rather than merely re-
sponding to consumer wishes, they may attempt to persuade
consumers by advertising. Consumers are particularly suscepti-
ble to advertisements for products that are new to them and of
which they have little knowledge. Lack of competition and high
profits may remove the incentive for firms to be efficient.

Dialogue С

A.: Багато економістів, починаючи з Адама Сміта і закінчуючи

Фрідріхом А. Фон Хайєком вважали, що механізм вільного
ціноутворення є найбільш ефективним засобом розподілу
ресурсів. Але життя виявляє, що ринкова система працює
не так гладко, як було нами розглянуто, не всі рішення, які
приймає ринок є задовільними. В таких випадках мова йде
про «неспроможність» ринку. Які ж ці недоліки або обме-
ження ринкової системи (market imperfections); які питання
вона не може вирішити автоматично?
B.: По-перше, ефективність ринкової системи базується на ме-
ханізмі вільної конкуренції, який передбачає велику кількість
виробників певного товару. В дійсності в багатьох галузях
існує перевага для крупних виробників, що призводить до
монополії. Це може супроводжуватися завищенням цін на
їхню продукцію та зниженням цін на виробничі ресурси.

228
A.: Так, це абсолютно зрозуміло. Я думаю, що в таких випадках
в ринкові відносини змушена втручатися держава, захища-
ючи споживача та обмежуючи монополіста.
B.: По-друге, в економіці будь-якої країни існує досить широке
коло так званих «суспільних» товарів (socially desirable
goods), які не можна продати на ринку окремим споживачам
(оборона, охорона порядку, система правосуддя, національ-
ні парки і т.п.). Користування ж ними окремими людьми не
зменшує їх кількості для інших споживачів.
A.: І знову в цьому випадку держава бере на себе «виробницт-
во» таких товарів, витрати на них компенсуються за раху-
нок податків. Держава також бере на себе витрати на утри-
мання безробітних, хворих та людей похилого віку.
B.: По-третє, внаслідок діяльності приватних фірм виникають
так звані зовнішні ефекти (externalities). Вони можуть бути
позитивними (наприклад, біля кінотеатру будується авто-
стоянка, це не тільки привабить додаткових глядачів, але й
дозволить прибрати автомобілі з узбіччя, що добре для ін-
ших водіїв та пішоходів) або негативними. Наприклад, цук-
ровий завод забруднює річку, виникає необхідність очи-
щення води, що пов’язано з додатковими витратами. В
такому випадку втручається держава, змушуючи фірму по-
крити витрати.
A.: Таким чином, всі ці проблеми: недосконала конкуренція,
потреба у суспільних товарах, зовнішні ефекти є недоліки
ринку (market failure). Вони є прикладами тих випадків, ко-
ли ринок неспроможний ефективно розподілити ресурси.

Dialogue D

Complete the open dialogue:

A.: Oh, Helen, I’m glad to meet you at last! How are you?
B.: To tell you the truth, I’m very tired. There was a students con-
ference at the University and I made a report.
A.: What is its subject?
B.: A Market System. You know the question is of great importance
for future economists.
A.: I know that originally the word «_____» meant a specific place
where goods were bought and sold.

229
B.: You are right. But at present _____ is an arrangement by which
buyers and sellers of _____ and _____ interact to determine
_____ and quantity.
A.: I know that in a market system almost everything has its _____
— each commodity and each _____.
B.: Yes, in fact even different kinds of human labour have _____,
namely, wage rates. But it is also very important to see the role
of _____ in guiding the market mechanism. _____ provide the
rewards and penalties for business.
A.: As far as I know _____ lead firms to enter areas where consum-
ers want more goods and to leave areas where consumers want
_____ goods. _____ force the firms to use the most _____ tech-
niques of production.

XI. Compose your own dialogues.

XII. Read the following text and give a short summary of it:

ADAM SMITH (1723—1790)

AND THE ‘INVISIBLE HAND’ OF THE MARKET

Many economists would argue that modern economics dates

from 1776. That was the year in which Adam Smith’s An Inquiry
into the Nature and Causes of the Wealth of Nations was published
— one of the most important books on economics ever written.
Adam Smith was born in 1723 in Kirkcaldy, a small coastal town
north of Edinburgh. His father died when Adam was just a baby,
and for most of his life he lived with his mother: he never married.
After graduating from Glasgow University at the age of 17, he first
became a fellow of Balliol College Oxford, but then returned to
Scotland and at the age of 29 became professor of moral philosophy
at the University of Glasgow. At the age of 40 he resigned and spent
three years touring the continent where he met many influential
economists and philosophers. He then returned to Scotland, to his
home town of Kirkcaldy, and set to work on The Wealth of Nations.
The work, in five books, is very wide ranging, but the central ar-
gument is that market economies generally serve the public interest
well. Markets guide production and consumption like an invisible
hand. Even though everyone is looking after their own private self-
interest, their interaction in the market will lead to the social good.

230
 In book I, chapter 2, he writes:
Man has almost constant occasion for the help of his brethren and it
is in vain for him to expect it from their benevolence only. He will be
more likely to prevail if he can interest their self-love in his favour, and
show them that it is for their own advantage to do for him what he re-
quires of them. Whoever offers to another a bargain of any kind, pro-
poses to do this. Give me that what I want, and you shall have this
which you want, is the meaning of every such offer; and it is in this
manner that we obtain from one another the far greater part of those
good offices which we stand in need of. It is not from the benevolence
of the butcher, the brewer, or the baker that we expect our dinner, but
from their regard to their own interest. We address ourselves, not to
their humanity but to their self-love, and never talk to them of our own
necessities, but of their advantages.
Later in book IV, chapter 2, he continues:
Every individual is continually exerting himself to find out the most
advantageous employment of whatever capital he can command. It is his
own advantage, indeed, and not that of the society, which he has in view.
But the study of his own advantage naturally, or rather necessarily, leads
him to prefer that employment which is most advantageous to the society
... he intends only his own gain, and he is in this, as in many other cases,
led by an invisible hand to promote an end which was no part of his in-
tention. Nor is it always the worse for the society that it was no part of it.
By pursuing his own interest he frequently promotes that of society more
effectually than when he really intends to promote it.
He argued, therefore, with one or two exceptions, that the state
should not interfere in the functioning of the economy. It should adopt
a laissez-faire or «hands-off» policy. It should allow free enterprise
for firms and free trade between countries.
This praise of the free market has led many on the political right to
regard him as the father of the ‘libertarian movement’ — the move-
ment that advocates the absolute minimum amount of state interven-
tion in the economy. In fact one of the most famous of the libertarian
societies is called ‘the Adam Smith Institute’.
But Smith was not blind to the drawbacks of unregulated markets.
In book I, chapter 7, he looks at the problem of monopoly:
A monopoly granted either to an individual or to a trading com-
pany has the same effect as a secret in trade or manufactures. The mo-
nopolists, by keeping the market constantly under-stocked, by never
fully supplying the effectual demand, sell their commodities much
above the natural price, and raise their emoluments, whether they con-
sist in wages or profit, greatly above their natural rate.

231
 Later on he looks at the dangers of firms getting together to pursue
their mutual interest:
People of the same trade seldom meet together, even for merriment
or diversion, but the conversation ends in a conspiracy against the
public or in some contrivance to raise prices.

PART ІІ
MIXED ECONOMIES

Command and free-market economies are both unrealistic extreme

cases. They are interesting mainly because they help us understand the
operation of real economies, which are complex mixtures of these two
extremes.
In a mixed economy both the government and the private sector
(businesses and consumers) play important roles in answering the
«what,» «how,» and «for whom» questions for society as a whole.
Although economies use some mix of market signals and govern-
ment intervention to fashion economic outcomes, there are profound
differences in those mixes. The U.S. economy is distinguished by a
heavy reliance on the market mechanism. Other «mixed» economies
include a heavier dose of government intervention.
Our heavy reliance on the market mechanism is based on its effi-
ciency in allocating resources and goods in accordance with consumer
preferences.
At the same time, our apparent commitment to government inter-
vention reflects the judgment that market outcomes are not always
best. The market mechanism is only a means to an end, not an end in
itself. When we find the mechanism or the outcomes incompatible
with our visions of the good and proper life, we can and do seek to
change them. This explains why we formulate public policies to re-
duce unemployment, to slow the rate of inflation, to foster economic
growth, and to redistribute incomes. If the market mechanism could
itself ensure fulfillment of these goals, economic policy would be un-
necessary.
We should not embrace market interference too hastily, however.
We have no assurance that public policy is capable of improving our
economic performance or that such policy will be properly imple-
mented. That is to say, nonmarket signals are imperfect, too. Accord-
ingly, we cannot assume that all our economic problems are attribut-
232
able to the market mechanism or that public policy will always pro-
vide a solution. On the contrary, experience has taught us that the
government may fail too.
We speak of government failure when government intervention
fails to improve economic outcomes — or makes them worse. Identi-
fying a market problem is not the hardest part of formulating eco-
nomic policy; devising an intervention strategy that will not worsen
the problem is far more difficult. This is the core dilemma that the
countries of Eastern Europe had come to recognize as they assessed
the failures of central planning. It is the same dilemma that U.S. poli-
cymakers must confront on a smaller scale at every turn. Should we
try to fix every market blemish? Can we be sure that our policy inter-
vention will improve economic outcomes? These basic concerns—the
competing risks of market failure and government failure—are em-
phasized by economists.

Read, translate and learn the following definitions:

mixed economy — an economy in which some industries are

owned by the state and others are owned by in-
dividuals and groups of people;
consumer — a person who buys goods and services for
his/her own use and not for resale
consumer market — 1) the situation of buying and selling goods for
personal use, not for resale; 2) the buying and sell-
ing of a particular consumer product or service;
efficiency — the ability to produce a good result without
wasting time or energy; (Note: not used with a
or an. No plural and used with a singular verb
only);
commitment — something to which one has made him-
self/herself responsible; promise; pledge; un-
dertaking;
market outcomes — effect or result of market activity; operation;
unemployment — lack of paid work; unused labour (Note: not
used with a or an. No plural and used with a
singular verb only);
inflation — the rise in prices resulting from the increase
in demand for goods and services, which may be
connected with an increase in the money supply
(Note: not used with a or an. No plural and used
with a singular verb only);

233
interference — coming into opposition; hindering or pre-
venting;
government fail- — government intervention that fails to im-
ure prove economic outcomes;
dilemma — situation in which one has to choose between
two things, two courses of action, etc. both unfa-
vourable or undesirable;
scale — relative size, extend, etc.; on a large/small
scale — to a large/small extent/degree;
blemish — mark, etc. that spoils the beauty or perfec-
tion of something; moral defect;
basic concerns — basic problems/questions in which one is
interested or which are important to one.

II. Read the text given below and find the equivalents of the
Ukrainian words and expressions in the box:

видатний критик; головна риса; переслідування власних ін-

тересів; досягати мети; точка зору; отримувати винаго-
роду; страждати від негативних наслідків ледарства; сти-
мулювати ініціативу; шукати роботу; зусилля; розміщення
ресурсів; максимальне задоволення потреб; вважати; вво-
дити тарифи; стягувати податки; вільна конкуренція; «не-
видима рука»; виробляти товари; регулювання цін; підпри-
ємства громадського користування; відстань у милях
(гроші за відстань у милях)

ADAM SMITH: THE WEALTH OF NATIONS

Adam Smith, a professor at the University of Edinburgh in Scot-

land in the late 1700s, was a prominent critic of mercantilism. Smith
wanted to make individuals and their needs the focal point of the
economy; he felt that individuals’ pursuit of their own best interests
would lead a nation to attain its goals. His book The Wealth of Na-
tions (published in 1776) presented many of his views. Smith be-
lieved:
— People do their best when they reap the rewards of hard work
and intelligence and suffer the penalties of laziness. (He favored the
use of profits as a means of encouraging individual incentive and ini-
tiative.)

234
 — People should be free to conduct business or seek work that
provides them with the greatest reward for their efforts.
— What serves the individual also serves society. The pursuit of
individual self-interest leads to the best allocation of the nation’s re-
sources and thus to the maximum satisfaction of people’s needs.
Smith assumed the enemy of human freedom at that time to be the
state—the internationalist, mercantilists government that imposed tar-
iffs, granted monopolies, levied taxes, and above all sought to im-
prove what was best left to itself. Smith argued for free competition
among all producers. He felt that free competition can exist only if the
government follows a policy of laissez-faire, which encourages gov-
ernment to leave business and the economy alone. (The French word
laissez-faire means to let people do as they choose.) Only on rare oc-
casions, in order to prevent monopolies, should a laissez-faire gov-
ernment interfere with the operation of the economy. Instead, the
economy is guided by the «invisible hand» of competition. This was
the key to Smith’s philosophy: if government stayed out of the econ-
omy and allowed businesses and consumers to pursue their own best
interests, competition among producers would keep prices low while
generating the goods demanded by consumers. The invisible hand that
guides us, according to Smith, is the profit motive. Expected and ac-
tual profits motivate business leaders to do what must be done.
Though many of Adam Smith’s suggestions have been practiced in
the United States, the concept of laissez-faire has generally been rejected.
Ignoring Smith’s advice that the economy operates best when left alone,
government officials have actively sought to improve its operation. To-
day, government involvement covers numerous areas, including:

Price regulation. Highway construction.

Truth in advertising.
Nonsmoking regulations.
Maintenance of product quality.
Personnel hiring decisions.
Regulation of public utilities.
Automobile safety, emission, and
mileage standards.
Pollution standards.

III. Match the words on the left with their definitions on the
right. Memorize the definitions. Use the words in the sentences or
situations of your own.

1) competitor a) to put a limit on something;

2) regulate b) to control or direct an industry, an organization,
etc. by rules and restrictions;

235
 3) regulation c) an amount that must be paid when particular
goods are imported into a country or occasionally
when they are exported; a list of prices charged for
goods or services;
4) restrict d) the people employed by an organization; the
staff; the department in an organization that recruits
and trains employees and deals with their prob-
lems;
5) restriction e) a plan of action or statement of ideas;
6) policy f) a person or company that offers the same or
better goods and services than another and there-
fore competes for the same customer;
7) tariff g) keeping something in good condition or work-
ing order; keeping something in existence at the
same level, standard;
8) tax h) a sum of money that a government takes from
people’s incomes, company profits, the sale of
goods, etc. to be used for public spending;
9) taxation i) a rule or a restriction made by an authority;
10) maintenance j) the system of raising money for public spend-
ing;
11) personnel k) a limit on something; the act of limiting some-
thing.

IV. Complete the sentences by filling in the following table. Con-

nect the figures (1-8) with the letters (a-h)

1) Because of the problems of both a) to choose what techniques to use,

the purely market and the purely com- and where to obtain inputs.
mand economies, all real world
economies are …

2) All market economies … b) of a government business that com-

petes with private businesses such as
Federal Express and United Parcel
Service.

3) In mixed command economies … c) mixture of the two systems.

4) Managers in mixed economies may d) have freedom of choice in purchas-

be allowed … ing goods and services, in selecting an
occupation or a school, and in deciding
how to use money that is earned.

236
 5) Consumers under capitalism …
6) The American economic system
became mixed when …
7) An economic system also becomes
mixed when government competes di-
rectly with business, which often hap-
pens …
8) The US Postal Service is an exam-
ple …
e) in such areas as medical research,
electric power generation, and commu-
nication.
f) involve some degree of government
intervention.
g) government established operating
guidelines and laws for businesses to
follow.
h) the government may, despite
adopting a system of planning, allow
the prices of goods and inputs to fluctu-
ate to some extent in line with changes
in demand and supply.

V. Make up questions to which the following statements will be

the answers:

Q. …………………….
A. In the mixed economies private property is an important institu-
tion.
Q. …………………….
A. Supporters of the mixed system hold the view that private prop-
erty provides and important incentive for people to work, save
and invest.
Q. …………………….
A. Many scientists oppose the abolition of private property and ar-
gue that it is possible to prevent great inequalities of wealth from
arising by the appropriate government measures (e.g. heavy
taxation of income and wealth).
Q. …………………….
A. The mixed economy has come into being as a result of increasing
government intervention and control in capitalist countries.
Q. …………………….
A. In mixed market economies, the government may control the
pattern of production and consumption, by the use of legislation
(e.g. making it illegal to produce unsafe goods), by direct provi-
sion of goods and services (e.g. education and defence), by taxes
or by nationalization.
Q. …………………….

237
A. The government also regulates the macroeconomic problems of un-
employment, inflation, lack of growth and balance of payments
deficits, by the use of taxes and government expenditure, the control
of bank lending and interest rates, the direct control of prices and
incomes, and the control of the foreign exchange rate.
Q. …………………….
A. The relative merits of alternative mixtures of government and the
market depend on the weight attached to various political and
economic goals: goals such as liberty, equality, efficiency in
production, the fulfilling of consumer wishes, economic growth
and full employment.
Q. …………………….
A. No one type of mixed economy is likely to be superior in all re-
spects.

VI. Agree or disagree with the statements. Give your reason. The
following phrases may be helpful:

I personally think that … It can be confidently said

From what I remember … that …
I hold the same opinion on the I’m sorry I have to disagree …
matter… That’s not right …
This may (not) be altogether right, I don’t think it’s true …
you know … Far from it …
I agree with you in a sense, but …
I’m sure (certain) of it …

1. The economic systems of different countries vary according to

the extent to which they rely on the market or the government to allo-
cate resources.
2. At the one extreme in a command economy decisions are made
by the interaction of demand and supply. Price changes act as the
mechanism whereby demand and supply are balanced. If there is a
shortage, price will rise until the shortage is eliminated. If there is a
surplus price will fall until that is eliminated.
3. At the other extreme is the free-market economy in which the
state makes all the economic decisions. It plans how many resources
to allocate for present consumption and how many for investment for
future output. It plans the output of each industry, the methods of pro-
duction it will use and the amount of resources it will allocate. It plans
the distribution of output between consumers.
238
 4. A command economy has the advantage of being able to ad-
dress directly various national economic goals, such as rapid growth
and the avoidance of unemployment and inequality. A command
economy, however, is likely to be inefficient, a large bureaucracy will
be needed to collect and process information; prices and the choice of
production methods are likely to be arbitrary, incentives may be inap-
propriate; shortages and surpluses may result.
5. A free-market economy functions automatically and if there is
plenty of competition between producers this can help to protect con-
sumers’ interests. In practice, competition is limited and it causes
equality and macroeconomic stability.
6. In practice all economies are some mixture of the market and
government intervention. It is the degree and form of government in-
tervention that distinguishes one type of economy from another.

VII. Answer the questions. Begin your answers with:

Perhaps, I could begin by saying I really do think that …

that …
I believe you know that …
There is no doubt that …
So, what you are actually asking
is …
I have got the impression that …
I am absolutely convinced
that …
I am glad you asked me
that …
As a matter of fact …
The point is that …

1. Is there any difference between the countries with a mixed

economy?
2. What is our reliance on the market mechanism based on?
3. Are the market outcomes always best?
4. What do we usually do when we find the mechanism or the out-
comes incompatible with our vision of the good and proper life?
5. Can the market mechanism ensure reduction of unemployment,
slowing the rate of inflation and redistribution of incomes?
6. Why is public policy incapable of improving our economic per-
formance?
7. Do you think that public policy will always provide a solution?
8. What is government failure?
9. What is the core dilemma that the countries of Eastern Europe
have come to recognize?
10. What basic concerns are emphasized by economists?

239
 VIII. Translate into English:

У змішаній економіці як держава, так і приватний сектор (до-

могосподарства та фірми) відіграють важливу роль у відповіді на
основні економічні питання ЩО? ЯК? ДЛЯ КОГО? виробляти.
Залежно від ступеня втручання держави в економіку та ролі
приватного сектору розрізняються різні моделі змішаної економі-
ки. Розглянемо деякі з них.
Американська модель базується на заохоченні приватного
підприємництва та високих доходах найбільш активної частини
населення. Більша частина національного виробництва припадає
на приватний сектор. Держава створює прийнятний рівень життя
для малозабезпечених, але задача соціальної рівності взагалі не
стоїть. Питання про оптимальний рівень державного втручання є
об’єктом тривалого та напруженого обговорення. Ця модель ба-
зується на високому рівні продуктивності праці та масовій орієн-
тації людей на досягнення особистого успіху.
Шведська модель. її можна було б назвати антиподом амери-
канській, відрізняється сильною соціальною політикою, що
спрямована на скорочення майнової нерівності людей за рахунок
перерозподілу багатства на користь найменш забезпечених. Ос-
новна частина товарів та послуг виробляється з активним втру-
чанням держави, і при перерозподілі доходів державні витрати
становлять до 50% від ВВП при високому рівні оподаткування.
Ця модель отримала назву «функціональної соціалізації», або на-
віть шведського «соціалізму», при якому функція виробництва
лягає на приватні фірми, а функція забезпечення високого рівня
життя (зайнятість, освіта, соціальне страхування) — на державу.
Як наслідок в країні рівень безробіття — один з найнижчих в сві-
ті; значною мірою вирівняні поточні доходи населення. Але в
останній час все частіше економісти та політики кажуть про те,
що подібна «благодійна» діяльність держави негативно впливає
на ділову активність, стримуючи її.
Соціальне ринкове господарство Німеччини. Ця модель
сформувалась на основі ліквідації крупних концернів часів фа-
шизму та надання всім формам бізнесу (крупний, середній, ма-
лий) можливостей для стійкого розвитку. Особливу увагу держа-
ва приділяє підтримці малого та середнього бізнесу для
підвищення ефективності функціонування ринкового механізму.
Уряд активно впливає на ціни, мита, технічні норми; забезпечує
охорону навколишнього середовища. Велику роль він відіграє у
вирішенні соціальних питань.

240
 Змішана економічна система Великобританії. Три чверті
продукції цієї країни виробляється в приватному секторі, хоча
багато ринків функціонує під суворим урядовим контролем.
Держава бере участь у перерозподілі доходів через систему пода-
тків та субсидій, а також виробляє суспільні товари.

IX. Render into English:

ОСОБЛИВОСТІ ЕКОНОМІЧНОЇ СИСТЕМИ УКРАЇНИ

Яка система існує зараз в Україні? Це дуже важливе для всіх

нас і дуже складне питання. В Україні в останні роки почалися
ринкові перетворення, на основі процесів роздержавлення та
приватизації виник приватний сектор (в основному малі та сере-
дні підприємства), який існує поряд з крупними державними під-
приємствами. Розвиваються ринкові відносини, що сполучаються
із залишками командно-адміністративної системи. В зв’язку з
цим економічну систему сучасної України можна назвати еклек-
тичною або «перехідною». По-перше, вона складається з елемен-
тів командної системи, ринкової системи епохи вільної конкуре-
нції та сучасної ринкової системи. По-друге, в економічній
системі країни весь час відбуваються інтенсивні зміни. По-третє,
цей перехід тривалий за часом; виникло вже декілька моделей тако-
го переходу (східноєвропейська, прибалтійська, китайська і т. п.).
Остаточний вибір конкретної моделі переходу до змішаної
економіки в Україні в кінцевому ітозі буде визначатись співвід-
ношенням політичних сил в країні, характером та інтенсивністю
ринкових перетворень, масштабами та ефективністю підтримки
українських реформ міжнародним співтовариством, а також істо-
ричними та національними традиціями.

X. Read and translate the following text:

THE U.S. ECONOMIC SYSTEM

The United States has developed the world’s largest economic

system. The basic parts of the American economy are illustrated in the
following figure. This model, a simplification of the mixed economic
system, includes only the broadest parts of the economy; it does not
include the government.
241
 Figure. The Flow of Money and Products in the American Econ-
omy

Money payment for eco- Money income Wages

nomic resources pur- — rent-profit-interest
chased
Resource
markets
Natural-labour-techno- Natural-labour-techno-
logical-capital economic logical-capital econo-
resources purchased mic resources purchased

Business Consumer
firms households

Goods and services Goods and services

production output household purchases
Product
markets
Money payment for Money payment for
goods and services goods and services
produced bought

Note the differences between resource markets and product mar-

kets in the Figure. Resource markets are places where economic re-
sources — natural, labor, technological, and capital — are bought and
sold. The New York Stock Exchange, where money is invested in
companies, is a capital resource market. The employment ad in local
newspapers is a resource market where labor is bought and sold.
Product markets are the thousands of markets in America where busi-
ness outputs — goods and services — are sold to consumers. Con-
sumers pay for goods and services with money. This type of consumer
expenditure is called retail sales. The money businesses receive from
retail sales is business revenue.
Where do consumers get money to spend for goods and services?
The Figure shows that consumer households supply economic re-
sources to the resource markets. In return for money, people provide
labor through work, invest in businesses (capital), and sell natural re-
sources to businesses. The money received in payment for these eco-
nomic resources is then used to purchase goods and services. Of
course, businesses view money paid to suppliers of goods and services
as an expense.
242
 Two distinct types of economic resource flows are illustrated in the
Figure. The flow of economic resources and products is shown by the
inner loop. It flows counterclockwise, showing that economic re-
sources move from consumers to businesses and then return to con-
sumers as finished goods and services. Money flow, on the other
hand, is shown by the outer circle. This clockwise flow of money be-
gins when firms pay consumers for the economic resource they pur-
chase. Consumers use their money to purchase the goods and services
produced by businesses. These two economic flows take place con-
tinuously and at the same time. As long as consumers spend all their
money, the flow of money into and out of consumer households is
equal. However, some money is diverted into savings, and the gov-
ernment needs to intervene to bring about a balance in the flows.

XI. Case-Study:

DELL COMPUTER CORPORATION:

AN EXAMPLE OF FREE ENTERPRISE

Michael Dell. Do you know the name? His is an American success

story that began in a University of Texas dormitory room in 1984.
That year, at age 19, Michael Dell took $1,000 of his personal savings
and started his firm, Dell Computer Corporation. He didn’t finish his
college education, but he does know business. He has built one of the
10 largest producers of personal computers in six years. The company
now employs about 1,300 people, sells over $300 million of personal
computers and accessories annually, and has plans for growth. Dell
subsidiaries are now found in the United Kingdom, Germany, France,
and Canada.
Dell had learned about computers as a boy in Houston and had
become proficient in their technical aspects. He also possessed busi-
ness sense. He reasoned that if a manufacturer receives $2,500 for a
computer a customer buys for $4,000, there is a profit. The store
owner keeps $1,500. Why? Dell asked himself. Did the owner add
anything of value to the equipment? Dell concluded that the answer
was no.
So Michael Dell came up with another way to sell computers.
During the first few years of business, he sold directly to customers.
He used direct advertising (tell the people about the computer with a
flyer), telemarketing (call and tell people about the computer), and
salespeople (go directly to large corporate clients).
243
 Did Michael Dell learn how to be successful by studying business?
Not in a formal sense. He was a good observer, a creative thinker, and
a hard worker. He also was fortunate to be living in the country,
where everyone has the freedom to start a business. He decided to go
into business, he had an idea about bypassing the retail store, and he
took action. His inquisitive, fertile mind processed what he observed,
and this led to action.
Early in the firm’s history (in 1985), Dell made the decision not to
clone IBMs. Wanting a more sophisticated machine than a stripped-
down IBM, he decided to design and make his own Dell machine. He
now has one.
Despite his market success, Dell has some critics. He is accused of
being unable to delegate, of wanting to control, and of being difficult
to work for. However, others quit high-paying, secure jobs just to
work with him. To these individuals, Michael Dell has vision, is a
hard worker, and is a world-class business leader.
Michael Dell was voted the Entrepreneur of the Year in January
1990 by Inc. magazine. He exemplifies what a person can do in a free
enterprise system. Now that Dell has been successful in his first years
of business, he needs to keep paying attention to competition, em-
ployees, consumer needs and wants, and profit margins. His success
in the first years will not guarantee success in the next year. Business
leaders such as Dell constantly face risks, changes, and uncertainty;
the conduct of business and its dynamic nature pose challenges for
them.
So far, so good. It has been a tremendous beginning for a young
man who never was formally educated in business.

Questions for Discussion

1. How does an entrepreneur like Michael Dell view profit? From

the point of view of an economist or from a business perspective? Ex-
plain.
2. How can competition alter the plans of successful business lead-
ers such as Michael Dell?
3. What characteristics of the free enterprise system permitted Mi-
chael Dell to start and operate his business?

244
 Unit

PART І
THE UNITED KINGDOM OF GREAT BRITAIN
AND NORTHERN IRELAND

It has been claimed that the British love of compromise is the re-
sult of the country’s physical geography. This may or may not be true,
but it is certainly true that the land and climate in Britain have a nota-
ble lack of extremes. Britain has mountains, but none of them are very
high; it also has flat land, but you cannot travel far without encoun-
tering hills; it has no really big rivers; it doesn’t usually get very cold
in the winter or very hot in the summer; it has no active volcanoes,
and an earth tremor which does no more than rattle teacups in a few
houses is reported in the national news media.
The British Isles lie off the north-west coast of Europe. Their total
area is 244,100 square km. The two largest islands are Great Britain
and Ireland. Great Britain, which forms the greater part of the British
Isles, comprises England, Wales and Scotland. Ireland comprises
Northern Ireland and the Irish Republic. The Isle of Wight is off the
southern coast of England. The Isles of Scilly are off the south-west
coast of England and Anglesey is off North Wales. The Orkneys and
Shetlands are to the far north of Scotland. The Isle of Man is in the
Irish Sea and the Channel Islands are between Great Britain and
France. The Isle of Man and the Channel Islands are not part of Eng-
land, Wales, Scotland or Northern Ireland. They have a certain ad-
ministrative autonomy.
Great Britain is bordered by the Atlantic Ocean on the north-west,
north and south-west. It is separated from Europe by the North Sea,
the Strait of Dover or Pas de Calais, and the English Channel or La
Manche, a French name which means «a sleeve». The North Sea and
the English Channel are often called the «Narrow Seas». They are not
deep but frequently are rough and difficult to navigate during storms,
which makes crossing from England to France sometimes far from
pleasant.
245
 On the west Great Britain is separated from Ireland by the Irish
Sea and the North Channel.
The seas around Britain are shallow and provide exceptionally
good fishing grounds.
The British Isles appear to stand on a raised part of the sea bed,
usually called the continental shelf, which thousands of years ago
used to be dry land and which constituted part of mainland Europe.
This shelf forms the sea floor around Britain and that is why the seas
surrounding the British Isles are shallow (about 300 ft or 90 m).
The total land area of the United Kingdom is 94,247 square miles
(244,820 sq. km).
The Isle of Man has 227 square miles (588 sq. km), and the Chan-
nel Islands have 75 square miles (194 sq. km).
The northernmost point of the United Kingdom is in latitude 60°
North and the southernmost part of Britain is in latitude 50° North.
The prime meridian of 0° passes through the old Observatory of
Greenwich (London).
In geographical descriptions, Britain is usually divided into two
major regions, Highland Britain and Lowland Britain. The hilly parts
are in the north and the west toward the ocean. The agricultural plain
of England lies toward the Channel and the Continent of Europe.
Highland Britain includes Scotland, the Lake District (in North-West
England), the Pennines (the central upland), almost the whole of
Wales and the counties of Devon and Cornwell in the southwestern
part of England. Thus Highland Britain comprises all those mountain
parts and uplands of Great Britain which lie above one thousand feet
(305 m). The soil in many parts of Highland Britain is thin and poor
with large stretches of moorland.
Lowland Britain is a rich plain with chalk and limestone hills. The
world-famous white cliffs of Dover are also formed of chalk. The
most fertile soil is found in the low-lying fenland of Lincolnshire. It
can be cultivated thanks to the land drainage system.
In Northern Ireland the large central plain with boggy areas is sur-
rounded by mountains and hills.
Despite its comparatively small area, hardly exceeding 750 miles
in latitudinal extent and 375 miles in longitudinal extent, Great Britain
possesses a wide range of landforms and is famous for the rich variety
of its scenery. There are various types of wild vegetation and some
forest areas, but most of Britain is farming land divided into fields by
hedges or stone walls.
In England and Wales the most common trees are oak, beech, ash
and elm, in Scotland — pine and birch.

246
 Lying in middle latitudes Britain has a mild and temperate climate.
In the classification of climates Britain falls generally into the cool,
temperate, humid type.
The prevalent westerly winds blowing into Britain from the Atlantic
are rough and carry the warmth and moisture of lower latitudes into Brit-
ain. As the weather changes with the wind, and Britain is visited by winds
from different parts of the world ranging from polar to tropical regions it
is but natural that the most characteristic feature of Britain’s weather is its
variability. Although the weather is as changeable as it could be in such a
relatively small region, the extremes are hardly ever severe. The tem-
perature rarely exceeds 90° F (32 °C) or falls below zero. Still the wind
may bring winter cold in spring or summer days in October.
Britain’s rainfall depends to a great extent on topography and expo-
sure to the Atlantic. In the mountainous areas there is more rain than in
the plains of the south and east. The heavy rain that falls in the moun-
tains runs off quickly down steeply graded valleys where it can be
stored in reservoirs which provide water for the lowland towns and cit-
ies. Droughts occur but rarely and crops are never a complete loss. The
occasional little whirlwind (a twister) can uproof houses, heavy snow-
falls can immobilize traffic locally, the rare glazed frost and the much
commoner icy roads can cause great inconvenience, but fog is the worst
weather hazard, causing collisions and death on roads and railways.
The driest period is from March to June and the wettest months are
from October to January. During a normal summer the temperature is
usually 80°F (27°C). Thus, fields can be worked all the year round.
The fauna of the British Isles is similar to that of Europe though
there are fewer species. Some of the mammals such as the wolf, the
bear, the boar, and the reindeer have become extinct. Other species of
deer are found in wooded areas and in some parks. In addition, there are
foxes, badgers and otters. On various parts of the coast there are seals.
There are many resident species of birds and others are regular
visitors to Britain. Gulls and other sea birds usually nest near the
coast. The number of ducks, geese and other waterfowl has dimin-
ished during recent years owing to the drainage of marshlands.
There are three species of snakes, of which only one is venomous.
The chief rivers of Great Britain are: the Severn, the Thames, the
Trent, the Aire, the Great Ouse, the Wye,. the Tay, the Clyde, the
Spey, the Tweed, the Tyne.
The largest cities of Great Britain are: London (11,800,000
metro.area), Birmingham (1,009,100), Glasgow (681,470), Liverpool
(479,000), Manchester (434,600), Bristol (396,600), Leeds (721,800),
Edinburgh (441,620).

247
 The most important ports are: London, Liverpool, Southampton,
Belfast, Glasgow and Cardiff.
Britain’s major industries: production machinery including ma-
chine tools, electric power equipment, automation equipment, railroad
equipment, shipbuilding, aircraft, motor vehicles and parts, electronics
and communications equipment, metals, chemicals, coal, petroleum,
paper and paper products, food processing, textiles, clothing and other
consumer goods.
As a result of this Britain’s main exports are manufactured goods
such as machinery, vehicles, aircraft, metal manufactures, electrical
and electronic equipment.
Britain imports six times as many manufactures as basic materials.
EU countries account for seven of the 10 leading suppliers of goods to
Britain and Germany is Britain’s biggest supplier of imports. Food,
beverages and tobacco account for half of non-manufactured imports,
whilst machinery and road vehicles account for two-thirds of finished
imported manufactures. Other major imports include chemicals, fuels,
clothing and footwear.
Britain’s mineral resources were historically important, but today
most of these resources are either exhausted or produced in small
quantities. Today Britain imports iron, along with most other minerals
used for industrial production, although small amounts of iron, zinc
and copper are still produced.
Raw materials for construction are still important, and many quar-
ries continue to operate profitably. Limestone, sand, gravel, rock,
sandstone, clay, chalk, salt, silica sands, gypsum, potash and fluorspar
are all quarried.
Britain has the richest energy sources in the European Union, and
its abundant resources of oil and natural gas are of vital importance to
the British economy. Refined oil products are one of Britain’s major
exports today, most of which are sold to European nations.
For many years coal was mined extensively, providing the primary
source of energy in Britain. It was also exported. Today coal is far less
important to the British economy and Britain imports much more coal
than it exports.
The chief agricultural, products of Britain are wheat, barley, oats,
potatoes, sugar-beet, milk, beef, mutton and lamb. Britain usually im-
ports meat, butter, wheat, tea, fruit, tobacco and wool.
Britain has a long tradition of sheep production and can boast of
more than 30 breeds and innumerable crosses.
Pig production is to be found in most parts of Britain but is of particu-
lar importance in the east and south of England and in Northern Ireland.

248
 The British poultry industry is growing rapidly and is gradually
becoming of greater importance.
The horticultural industry of Britain produces a wide variety of
fruit, vegetables and flower crops. Scotland is known for the largest
concentration of raspberry plantations in the world. Strawberries are
the most widely grown soft fruit in Britain, the main crop areas being
in Kent and East Anglia. Black-currants are also widely grown
throughout Britain.
Flowers are grown in many parts of Britain but particularly in the
Isles of Scilly, Cornwall, Lincolnshire, Norfolk and the east of Scot-
land.
The estimated woodland area in Great Britain is 4.9 million acres
(1.98 million hectares).
English is the official language in England, Wales, Scotland and
Northern Ireland. But in the Highlands of Scotland and in the Uplands
of Wales a remnant of Celtic speech still survives. The Scottish form
of Gaelic is spoken in parts of Scotland while a few people in North-
ern Ireland speak the Irish form of Gaelic. Welsh which is a form of
British Celtic is the first language in most parts of Wales.
The existence of this great variety of languages is easy to under-
stand. The people who now inhabit Britain are descended from many
various early people such as pre-Celts, Celts, Romans, Anglo-Saxons
and the Norsemen, including the Danes. Some of them inhabited the
Isles many centuries ago, others came there later as invaders from
Scandinavia and the continent of Europe. It is certain that Celtic cul-
ture survived in Highland Britain for a long time, resisting with suc-
cess the Roman, Saxon, Scandinavian and Norman invasions.

Vocabulary notes

lack, n. недостача, брак;

encounter, v. зустрічати;
earth tremor підземний поштовх;
frequently, adv. часто;
sea floor морське дно;
inhabit, v. населяти;
plain, n. рівнина;
bog, n. болото;
marsh, n. болото;
fenland, n. болотна місцевість;

249
exceed, v. перевищувати;
latitude, n. геогр. широта;
hedge, n. огорожа;
loss, n. збиток;
to cause inconvenience спричиняти незручність;
species, n. біологічний вид;
diminish, v. зменшитися;
venomous, adj. отруйний;
boast, v. пишатися;
innumerable crosses численні схрещення;
horticulture, n. садівництво;
remnant, n. залишок.

I. Match the words from the text with their corresponding defini-
tions on the right (a-l):

1) hill y) a white rock which is used for building and mak-

ing cement;
2) cliff z) an area of land next to the sea;
3) soil aa) the large main part of a country, in contrast to the
islands around it;
4) tremor bb) a long period of time during which no rain falls;
5) rattle cc) a small earthquake;
6) shallow dd) an area of land which is very wet and muddy;
7) mainland ee) to make short sharp sounds quickly, one after the
other;
8) drought ff) a large flat area of land with very few trees on it;
9) coast gg) a high area of land with a very steep side, espe-
cially one next to the sea;
10) limestone hh) the substance on the land surface of the earth in
which plants grow;
11) plain ii) something that has only a short distance from the
bottom to the surface;
12) bog jj) an area of land that is higher than the land sur-
rounding it, but not as high as a mountain.

II. Complete the following sentences:

1. The seas surrounding the British Isles are shallow because…

2. The heavy rain that falls in the mountains runs off quickly down …
3. Some of the mammals such as the wolf …

250
 4. Britain is responsible for 10 per cent of the world’s export of …
5. The horticultural industry of Britain produces …
6. The people who now inhabit Britain are descended from …
7. Highland Britain comprises all those mountain parts and …
8. It is but natural that the most characteristic feature of Britain’s
weather is its variability because …
9. The number of ducks, geese and …
10. Though the British Government is responsible for the defence
and international relations of the Isle of Man and the Channel Islands,
they are not part of … and they have …
11. In geographical descriptions, Britain is usually divided into …
12. The most fertile soil is found in … and it can be cultivated …
13. The British Isles appear to stand on a raised part of …
14. Fog is the worst weather …
15. Great Britain possesses a wide range of landforms and is famous
for … despite …

III. Match the words on the left with their synonyms on the right.
There may be more than one synonym.

incalculable
abrupt
extent menace
cliff vanished
fertile essential
diversity length
bog surpass
hazard danger
frequently variety
occur crash
exceed countless
steep most important
characteristic dry spell
collision accident
innumerable happen
major many times
extinct fruitful
drought precipice
marsh
area

251
 IV. Supply the correct word from the box for each space in the
sentences given below:

enormous site private

average beneath lack of
sea bed drive-off ferries
unbroken late cost
shuttle trains completion importance
budget

THE CHANNEL TUNNEL

The Channel Tunnel links England with France and runs under-
ground _____ the relatively shallow English Channel. A tunnel was
first attempted in the _____19th century near the _____of today’s
tunnel, but work on it was abandoned due to _____ government sup-
port. The current tunnel, finished in 1994, was built by British and
French _____ investors and _____ more than $16 billion to complete,
twice its estimated _____. Cost overruns caused financial difficulties
and threatened the _____ of the project. The main tunnel through
which _____ travel is 50 km (31 mi) long and runs from Folkestone,
England, to Calais, France, at an _____ depth of 40 m (131 ft) below
the _____. The trip takes about 35 minutes and a drive-on, _____
service operates for motorists. Since _____ continue to compete with
the tunnel, some believe the tunnel is of only marginal economic
_____ . Nevertheless, it has _____ symbolic importance as an _____
link between Britain and the Continent.

V. Make up sentences of your own with the words and expres-

sions given below:

to be separated from thanks to provide

to be bordered by naval soil
to be divided into exceed consumption
surround occur owing to
changeable species cause, v.
diversity crop, n. loss
similar to occasional exposure
comprise humid diminish
coast
252
 VI. Make up questions to which the following statements will be
the answers:

Q. …………………….
A. The Thames and the Severn are the longest rivers in Britain and
are almost equal in length. The Severn is 290 km long and the
Thames is 338 km long.
Q. …………………….
A. Over the centuries the expanding human population cut back the
forests, so that today only 9.9 percent of the United Kingdom is
forested. In contrast, 25 percent of Europe is forested.
Q. …………………….
A. The United Kingdom’s only land border with another nation is
between Northern Ireland and Ireland.
Q. …………………….
A. Summer time or BST (British Summer Time) runs from the end
of March to the end of October (the last Sunday in each month),
when clocks are advanced one hour ahead of GMT to gain
maximum use of daylight hours.
Q. …………………….
A. China’s claim to the former dependent territory of Hong Kong
was satisfied in July 1997 when Britain’s lease ran out and
China assumed control of the area.
Q. …………………….
A. The dependencies located close to Britain are the Isle of Man in
the Irish Sea and the Channel Islands off the northern coast of
France.
Q. …………………….
A. For many years coal was mined extensively, providing the pri-
mary source of energy in Britain. Coal production reached its
peak in 1913, when more than 300 million tons were mined.
Q. …………………….
A. An estimated 30,000 animal species live in Britain, although
many have limited distribution and are on the endangered list.
Q. …………………….
A. Since the 1940s one of the most serious environmental problems
has been disposal of radioactive waste, including the disman-
tling of nuclear power stations after they become obsolete.

253
 VII. Answer the questions. Begin your answers with:

I think/believe that … To my knowledge … It seems so … I can’t

say for certain … As far as I can remember … That’s hard to tell
… As far as I know … I’m not quite sure about that … I couldn’t
say off-handed …

1. Is he United Kingdom a small nation in physical size?

2. Where are the highest elevations in the British Isles and what is
the highest point?
3. What does the horticultural industry of Britain produce?
4. Where is the most fertile soil found?
5. What can be said about the prevalent westerly winds blowing
into Britain?
6. Why are crops never a complete loss?
7. What smaller mammals inhabit Britain?
8. How rich is the fauna of the British Isles?
9. Why are the seas surrounding the British Isles shallow?
10. What does Britain’s rainfall depend on?

VIII. Agree or disagree with the statements. Give your reasons.

The following phrases may be helpful:

Quite/exactly/precisely so … I hold a different view …

I believe so … I beg to differ …
I fully agree … I’m of a different opinion …
That’s right … I should hardly think so …
That goes without any saying … On the contrary ….

1. The Hebrides, an archipelago of about 500 islands, cover a con-

siderable area along the coast of western Scotland.
2. The Atlantic Ocean doesn’t have a significant effect on Britain’s
climate.
3. The world-famous white cliffs of Dover are also formed of
chalk.
4. Scotland is known for the largest concentration of raspberry
plantations in the world.
5. The seas around Britain are deep and do not provide good fish-
ing ground.
254
 6. Gulls and other sea birds usually nest near the coast.
7. Fog is the worst weather hazard, causing collisions and death on
roads and railways.
8. Britain has three species of snakes, of which only one (the ad-
der) is venomous.
9. The soil in many parts of Highland Britain is thin and stony,
with a hard rock formation below.
10. The fauna of the British Isles is unique and it is not similar to
that of Europe.

IX. Translate into English:

1. Англія є найбільшою з чотирьох країн, що входять до складу

Сполученого Королівства. Її населення дорівнює 49 мільйонам.
2. Портсмут є флагманом морської Англії та домівкою Бри-
танського військово-морського флоту.
3. Більшість великих озер Сполученого Королівства знаходяться
на високогір’ях Шотландії та в північній частині Англії, хоча найбі-
льше озеро Сполученого Королівства Лох Нех знаходиться в Півні-
чній Ірландії. Його ще іноді називають внутрішнім морем.
4. Північна Ірландія, населення якої складає 1,7 мільйона лю-
дей, має у своєму складі 6 із 9 графств давньої ірландської прові-
нції Ольстер. Очікується, що до 2025 р. населення має зрости до
1,75 мільйона.
5. Сільське господарства відіграє в економіці Північної Ірландії
значно важливішу роль, ніж у будь-якій іншій частині Сполученого
Королівства. У сільському господарстві зайнято майже 62 000 лю-
дей, а експорт продукції агро-бізнесу складає 20 відсотків від зага-
льного обсягу товарів, що реалізуються за межами регіону.
6. Понад 6 000 господарств Північної Ірландії зайняті у моло-
чному виробництві, інші господарства займаються вівчарством,
птахівництвом та виробництвом яєць, вирощуванням картоплі та
зернових.
7. Шотландія є північною частиною острова Британія. На за-
ході та на півночі вона межує з Атлантичним океаном, а на сході
— з Північним морем і займає територію в 78783 кв. км.
8. Шотландія поділяється на 3 природні регіони: родючі рів-
нини на півдні Шотландії, промислові райони Центральної Шот-
ландії та мальовничі гори зі швидкими річками та спокійними
озерами на півночі.
9. Озеро Лох Несс у Шотландії відомо в світі своєю міфічною
потворою. Це довге та вузьке озеро, значна частина якого від бе-

255
регів сягає на глибину більше 100 метрів, справляє особливе
враження.
10. Серед усіх озер у Сполученому Королівстві озеро Лох Несс
містить найбільшу кількість прісної води (7.5 мільярдів кубометрів).
11. Уельс є переважно нагірною країною у західній частині ос-
трова Британія, яка омивається морем з трьох сторін, а на сході
межує з Англією.
12. Мальовничі річки та озера Уельсу асоціюються з стародав-
німи міфами та легендами, романтичними та казковими опові-
даннями, як от про короля Артура, його дружину Гіневеру та ча-
клуна Мерліна.
13. Уельс має більше замків та церков на квадратний кілометр,
аніж будь-яка інша країна Європи.
14. Найбільшими річками Уельсу є Ді, Северн та Уай, які не-
суть свої води до низовин на кордоні з Англією. Найбільшим
природним озером Уельсу є озеро Бала (10,4 кв. км.).

X. Act as an interpreter:

Dialogue А

A.: What countries is the United Kingdom made up of and what is

its full name?
B.: Сполучене Королівство складається з таких країн: Англія,
Уельс, Шотландія та Північна Ірландія. Його повна назва —
Сполучене Королівство великої Британії та Північної Ірландії.
A.: And what does Great Britain comprise?
B.: Велика Британія включає тільки Англію, Шотландію та Уельс.
A.: Is it the largest island of the British Isles?
B.: Так, це найбільший острів з Британських островів. Північна
Ірландія та Республіка Ірландія — це другий за розміром
острів.
A.: Are the Channel Islands and the Isle of Man part of the United
Kingdom?
B.: Острів Мен та Норманські острови не входять до складу
Сполученого Королівства.
A.: Are they self-governing?
B.: Ці острови є самоврядними, із власними законодавчими
асамблеями та системами права. Однак, Британський уряд є
відповідальним за їх оборону та міжнародні відносини.
256
 Dialogue В

A.: Національною квіткою Англії є троянда. Ця квітка стала

символом Англії за часів Війни Троянд — громадянських
воєн (1455-1485 р.р.) між королівським домом Ланкастера
(емблемою якого була червона троянда) та королівським
домом Йорка (емблемою якого була біла троянда). А як за-
кінчилась Війна Троянд?
B.: The Yorkist regime ended with the defeat of King Richard III
by the future Henry VII at Bosworth on 22 August 1485, and
the two roses were united into the Tudor rose (a red rose with a
white centre) by Henry VII when he married Elizabeth of York.
A.: А яка національна квітка Північної Ірландії?
B.: The national flower of Northern Ireland is the shamrock, a
three-leaved plant similar to clover which is said to have
been used by St. Patrick to illustrate the doctrine of the Holy
Trinity.
A.: Я знаю, що національною квіткою Шотландії є чортополох,
пурпурова квітка з колючим листям, яка вперше була вико-
ристана в XV сторіччі як символ оборони.
B.: And the three flowers — rose, thistle and shamrock — are often
displayed beneath the shield on the Royal Coat of Arms.
A.: Національною квіткою Уельсу зазвичай вважають жовтий
нарцис, який традиційно носять на день Святого Давида.
B.: Yes, you are quite right. But besides the daffodil the humble
leek is also considered to be a traditional emblem of Wales,
possibly because its colours, white over green, echo the ancient
Welsh standard.

Dialogue С

A.: Державний прапор Британії загально відомий як Юніон

Джек. А від чого походить ця назва?
B.: Ця назва походить від використання Об’єднаного Прапора
на щоглі суден військово-морського флоту. Державний
Прапор Британії включає в себе емблеми трьох держав,
якими править один монарх. Ти знаєш, які це емблеми?
257
A.: Емблеми, які увійшли до Державного Прапора — це хрести
трьох святих-покровителів:
— Червоний хрест Святого Георга, покровителя Англії, на
білому фоні;
— Білий діагональний хрест Святого Андрія, покровителя
Шотландії, на синьому фоні;
— Червоний діагональний хрест Святого Патрика, покро-
вителя Ірландії, на білому фоні.
B.: Але ж Ірландія не є частиною Сполученого Королівства.
A.: Остаточний варіант Об’єднаного Прапора із включенням
хреста Святого Патрика з’явився у 1801 році після
об’єднання Великої Британії з Ірландією. Хрест так і зали-
шився на прапорі, хоча тепер тільки Північна Ірландія є ча-
стиною Сполученого Королівства.
B.: Я знаю, що Уельс не представлено в Об’єднаному Прапорі
тому, що коли з’явився перший варіант прапора, Уельс уже
був об’єднаний з Англією.
A.: Вірно. Національний прапор Уельсу, червоний дракон на
біло-зеленому полі, існує з XV століття та широко викорис-
товується по всьому Уельсу.

Dialogue D
Complete the open dialogue:
A.: What are Britain’s main exports?
B.: Despite having only one per cent of the world’s population,
Britain is the fifth largest trading … in the world.
A.: What industry is Britain’s largest export earner?
B.: The chemical … is Britain’s largest export …, and the third
largest in Western Europe.
A.: What about oil?
B.: Since the 1970s, oil has contributed significantly to Britain’s
overseas …, both in exports and a reduced need to import ….
A.: Much can be said about UK pharmaceutical companies.
B.: That’s right. They make three of the world’s best selling …: for
ulcer treatment; a beta-blocker for high blood pressure; and a
drug used in the … of AIDS.
A.: Britain is also a major … of machinery, vehicles, aerospace
products, electrical and electronic equipment to the world market.
B.: Besides, Britain is … for 10 per cent of the world’s exports of
services, including banking, stockbroking, consultancy and
computer programming.
258
 XI. Compose your own dialogues.

XII. Read the following text and give a short summary of it:

ENVIRONMENTAL ISSUES

Environmental protection is an important issue in the United

Kingdom because as a highly populated and technologically advanced
nation grows the environment suffers. Compared to many other in-
dustrialized nations, the country has a relatively good record of pro-
tecting the environment. Much environmental activity involves ordi-
nary citizens at the local level, while the national government
provides leadership, goals, and direction, particularly through the sec-
retary of state for the environment. The United Kingdom, along with
other prospering nations, has contributed funds and expertise toward
global efforts to preserve the environment.
As the world’s first industrialized society, Britain has a long
history of dealing with environmental problems. Contamination
from sewerage, impure water supplies, and filthy streets from mas-
sive horse traffic were all problems handled with success before
World War I broke out in 1914. Air pollution from smoke remained
a major problem until the Clean Air Act was passed in 1955, a
measure that reduced industrial pollution by three-quarters. The in-
creased substitution of gas and electricity for coal as a source of
energy further reduced air pollution, both from industry and homes.
In recent decades, however, the large increase in the number of
motor vehicles has erased many of the gains achieved by the Clean
Air Act. River pollution has been more difficult to deal with. This
is partly because local sewerage authorities, which were among the
worst polluters, were represented on the boards regulating pollution
in the rivers. In 1989 a National Rivers Authority was created that
has no connection with potential polluters, and Britain’s rivers are
slowly improving.
Since the 1940s one of the most serious environmental problems
has been disposal of radioactive waste, including the dismantling of
nuclear power stations after they become obsolete. Another serious
environmental issue is the pressure to develop more land. To maintain
productive agricultural land and viable agricultural communities, Brit-
ain has severely restricted urban and suburban development in some
areas. As a result, land prices are extremely high.
259
 PART ІІ
HISTORY AND THE ECONOMY

England is the largest, most industrial and most densely populated

part of the United Kingdom.
The coasts of England are washed by the North Sea, the Irish Sea,
St.George’s Channel, the English Channel and the Strait of Dover,
Cornwall being the only part in direct contact with the Atlantic Ocean.
The Thames and the Severn are the longest rivers.
The coastal scenery of England is quite varied. Most of the south
coast consists of high cliffs. The chalk cliffs of Dover and Dorset are
particularly well-known. The finest cliff scenery of England is to be
found in Devon and Cornwall. Lancashire is famous for its wide
beaches where the tides are unusually high for an open coast. These
beaches are most often of sand. The enclosed nature of the Irish Sea
prevents the occurrence of big waves.
The climate is generally mild and temperate. Temperatures rarely
exceed 320C or fall below -100C. Rainfall is fairly well distributed
throughout the year, although the east of the country is drier than the
west and north.
Total area of England: 130,410 sq. km. (50,350 sq. mi), popula-
tion: 49,752,900.
Most southerly point of the English mainland: Lizard Point, Corn-
wall. Closest point to mainland continental Europe: Dover in the
county of Kent. The Channel Tunnel, an extraordinary engineering
feat, now links England and France. It is just over 50 kilometres long
(31 miles), of which nearly 38 kilometres (24 miles) are actually un-
der the Channel.

WALES

Welsh Cymru, western peninsula and political division (principal-

ity) of Great Britain (pop. 2.9), (20,768 sq km), west of England; po-
litically united with England since 1536. Wales is bounded on the
north by the Irish Sea, on the south by the Bristol Channel, on the east
by the English counties, and on the west by Cardigan Bay and St.
George’s Channel.
The Cambrian Mts. cover most of Wales, with high points at
Snowdon (1,085 m), Plynlimon (752 m), and Cader Idris (905 m). The
260
eastern rivers — the Dee, the Severn, and the Wye — drain into Eng-
land. The Usk flows into the Bristol Channel. The Towy, Teifi, Taff,
Dovey, and Conway rivers lie completely in Wales. The largest natu-
ral lake is Bala Lake (10.4 sq. km.)The eastern boundary, drawn in
1536, united England and Wales politically but disregarded cultural
and linguistic distribution. ButWales has maintained a distinctive
culture despite its long union with England.
In the early 1990s about 25% of the population spoke Welsh, al-
though in certain regions the percentage was much higher. The Uni-
versity of Wales was created in 1893.
Recent decades have seen fundamental changes in the economy of
Wales, which was based, traditionally, on coal and steel. Wales is now
an important centre for consumer and office electronics, information
technology, automotive components, chemicals, aerospace and food
and drink.
Nearly two-thirds of the population live in the industrialized south
of Wales. The chief urban centres are Cardiff (the capital), Swansea
and Newport. The Welsh name for Wales is Cymru. Croesco i Cymru
(Welcome to Wales).

SCOTLAND

Scotland is the most northern of the three countries constituting

Great Britain. It is much smaller than England. The land area is
78,783 sq. km. The Cheviot Hills mark the boundary between the
two countries. Unlike .England and Wales it is fully exposed to the
Atlantic Ocean. Scotland includes the Outer and Inner Hebrides off
the west coast, and the Orkney and Shetland Islands off the north
coast. On the east Scotland is bounded by the North Sea. Scotland
is not far away from the Arctic Circle as it lies between 550 and 600
North. As a result of its position Scotland is not so densely popu-
lated as England or Wales. The total population of Scotland is es-
timated at 5.1 million people. The capital is Edinburgh and the
largest city is Glasgow.
The name of Scotland originated in the 11th century. It is derived
from the tribe of the Scots and previously was applied to what is now
Ireland. At that time the name was used in the form «Scotia». The
name Scotland in its present use became established in the 12th and
13th centuries.
Physically Scotland is divided into three structural regions — the
Highlands, the Central Lowlands and the Southern Uplands.
261
 NORTHERN IRELAND

Northern Ireland, division of the United Kingdom of Great Britain

and Northern Ireland (est. pop. 1.6), 5,462 sq mi. Made up of six of
the nine counties of the historic province of Ulster in NE Ireland, it is
frequently called Ulster. The capital is Belfast.
The land is mountainous and has few natural resources. It com-
prises 26 districts. English is the official language. The majority of the
population is Protestant, and nearly 40% is Catholic. Farming (live-
stock, dairy products, cereals, potatoes) is the largest single occupa-
tion. Northern Ireland’s fine linens are famous. Heavy industry is con-
centrated in and around Belfast, one of the chief ports of the British
Isles. Shipbuilding and other engineering, food processing, and the
manufacture of textiles and electronic products are the leading indus-
tries; papermaking and furniture manufacturing are also important.

Read, translate and learn the following definitions:

channel — a stretch of water joining two seas;

canal — a long, narrow, man-made stretch of water;
strait — a narrow passage of water connecting two seas or two
large areas of water;
scenery — the natural features of an area, e.g. mountains, val-
leys, rivers and forests;
peninsula — an area of land almost surrounded by water or pro-
jecting far into the sea;
boundary — a line that marks a limit; a dividing line;
border — the line dividing two countries or areas;
frontier — the border between two countries;
tide — a regular rise and fall in the level of the sea, caused
by the attraction of the moon and sun;
county — an administrative division of Britain, the largest unit
of local government;
urban — belonging or relating to a town or a city;
rural — relating to country areas as opposed to large towns;
livestock — animals kept on a farm;
cereal — a plant such as wheat, maize or rice that produces
grain;
dairy — made from milk;
products
linen — cloth made of flax.
262
 II. Read the text given below and find the equivalents of the
Ukrainian words and expressions in the box:

політичний союз; походження; визначати; в цілому; колишня

назва; шолом; щит; спис; поселенці; захопити; виведення
військ; відступати на захід; нескінченні агресивні війни; по-
літика захоплення; чинити стійкий опір; самовіддано захи-
щати територію; боротися за незалежність; спалахнути;
вийти зі складу Сполученого Королівства; додавати; добро-
вільно капітулювати; жорстокий напад.

Britain which is formally known as the United Kingdom of Great

Britain and Northern Ireland is the political unity of England, Scot-
land, Wales and Northern Ireland. The name «Britain» is believed to
be the anglicized Greek or Roman form of Celtic origin. It is often
used to designate the British Isles as a whole. «Britannia» is the an-
cient name of Britain. Nowadays Great Britain is personified under
the name of «Britannia», as a helmeted woman seated on a globe
leaning with one arm on a shield and grasping a spear with her free
hand.
The first known settlers of Britain were the Celts who came to the
island from northern Europe in the 5th or 6th century B.C. In 55 B.C.
Julius Caesar invaded the island for a short time but in the 1st century
a long Roman occupation began which lasted till the early 5th century.
After the withdrawal of the Roman army Britain was invaded by An-
glo-Saxons and Jutes who forced the Celts to retreat westward.
The setting up of the United Kingdom as a state is a result of con-
tinuous wars of aggression and a policy of annexion and aggrandize-
ment.
The oldest colony of Britain is Ireland and its conquest started a
long time ago. Though Northern Ireland has officially become part of
the United Kingdom only in the 20th century the English started their
attempts at conquering it as early as the 12th century. The Irish stub-
bornly resisted the English, fiercely defending their territory and
fought to protect their independence. Their resistance was broken by
the English and they were forced to accept the rule of the English.
In the beginning of the 20th century the fight for independence in
Ireland flared up. In 1922, 26 Irish counties succeeded to withdraw
from the United Kingdom as the Irish Free State (since 1949 Republic
of Ireland) and since then the name of Northern Ireland (comprising
6 counties) was added to the title of the United Kingdom of Great Britain.
263
 In the same way as Ireland both Wales and Scotland failed to ca-
pitulate voluntarily to the English rule and had to be attacked in force.
They fell under the onslaught of England and were annexed. The un-
ion of England with Wales dates from 1301. The name Great Britain
started to be used at the beginning of the 17th century after James VI
of Scotland had succeeded to the English throne. In 1707 it was for-
mally adopted after the union of the parliaments of England and
Scotland.

III. Match the words on the left with their definitions on the
right. Memorize the definitions. Use the words in the sentences or
situations of your own.

1. island a) a violent attack

2. isle b) very aggressive or angry
3. islet c) to use force in order to prevent something hap-
pening
4. stubborn d) to stop resisting and do what someone else wants
you to do
5. fierce e) to guard somebody or something
6. onslaught f) a piece of land surrounded by water
7. occupy g) (esp. in poetry and proper names) an island
8. conquer h) to move back or withdraw when faced with dan-
ger or difficulty
9. invade i) a small island
10. protect j) to take possession and control of a country by
force
11. defend k) to keep sb. safe from harm or injury
12. resist l) to move into and take control of a country, esp. by
military force
13. retreat m) not easily overcome
14. capitulate n) to enter a country by force with an army

IV. Complete the sentences by filling in the following table. Con-

nect the figures (1-8) with the letters (a-h)

1. England is facing significant a) the great majority of these

demographic changes - have very small population of
less than 500.
2. London is home to over 7 mil- b) in recent years the industry
lion people and has a resident has undergone extensive restruc-
work-force of some 3.4 million, … turing and modernization.

264
3. As part of the UK, Scotland c) is estimated to employ di-
plays an active role in today’s rectly or indirectly about 100,000
Commonwealth, … people, creating an annual reve-
nue of some ₤1.9 million.
4. Wales continues to account for d) there are 1.3 million cattle and
more than 40 per cent of crude about 11 million sheep.
steel production in Britain and …
5. The average population density e) a falling birth rate and a grad-
in England is much higher than ual rise in the average age of the
the European Union average … population as people live longer.
6. The tourism industry in Wales f) which is supplemented further
is substantial and … by a large number of commuters.
7. Farming in Wales depends g) 376 people per square kilo-
heavily on livestock rearing - metre compared to 117 people
per sq. km.
8. There are more than 16,700 ru- h) which is family of 54 devel-
ral towns, villages and hamlets in oped and developing nations from
England with population of every continent of the world,
10,000 or less … forming a voluntary association
of independent sovereign states.

V. Make up questions to which the following statements will be

the answers:

Q. …………………….
A. The history of England begins with the invasion of Britain
around AD 449 by Germanic tribes, the Angles, Saxons and
Jutes. The name «England» comes from the Angles.
Q. …………………….
A. Scotland, England and Wales have been united since 1707 under
the name of the United Kingdom of Great Britain.
Q. …………………….
A. The present Royal Family is descended from the old royal house
of Wessex.
Q. …………………….
A. England’s population is estimated at 49.9 million and this is ex-
pected to rise and reach 52.5 million by 2021.
Q. …………………….
A. Wales is now home to more than 300 overseas-owned manufac-
turing companies, including major multi-nationals such as Sony,
Bosch, Ford, Panasonic and Toyota. It has the highest concentra-
tion of Japanese manufacturing companies in Britain.

265
Q. …………………….
A. Wales is responsible for about 10 per cent of world production of
optical fibres.
Q. …………………….
A. Scotland has a long tradition of weaving and knitwear, and to-
day’s textile industry is one of the country’s key manufacturing
sectors, employing around 30,000 people and accounting for
around 11 per cent of manufacturing jobs in Scotland.
Q. …………………….
A. With four oil terminals, three gas terminals and two refineries in
Scotland, the industry has established the UK as a major pro-
ducer of crude oil for more than 25 years.

VI. Agree or disagree with the statements. Give your reason. The
following phrases may be helpful:

I quite/absolutely/entirely agree … I agree that it is possible but …

That’s absolutely true …
I couldn’t agree more …
It appears to me to be true …
I would object just a little …
I beg to disagree. I would like to
speak against…
It’s out of the question …
I object to ….
I am arguing against …
I agree with most of what you
say, apart from the question …
I wish I could agree with you but…

1. The structure of industry in Britain has changed substantially in

the last half of the 20th century. The coal mining and textile industries
have declined. As coal production declined, oil production replaced it
as a major industry.
2. Scotland and Northern Ireland are still noted for their production
of whisky and textiles, especially linen from Northern Ireland and
tweed from Scotland.
3. The capital of Scotland is Edinburgh, and the largest city is Dover.
4. Britain’s population is overwhelmingly rural, with 89.2 percent
living in rural areas and 10.8 percent living in urban areas.
5. Scotland’s New Year «Hogmany» is a special time for Scots,
many of whom take part in customs such as «first footing».
6. To many people around the world Wales is known for its cas-
tles, kilts, the poetry and songs of Robert Burns.
7. Scotland accounts for 57% of the area of the island of Great
Britain and is mainly a lowland country.

266
 8. Lloyd’s of London, an early insurance house, began when a
number of people willing to underwrite, or insure, the success of voy-
ages gathered regularly at Lloyd’s Coffee House in London to share
shipping news.

VII. Answer the questions. Begin your answers with:

As far as I know … I can’t say off-handed …

As far as I can remember … To my knowledge …
In fact … Actually … I can’t say for certain …
I think/believe that …

1. Why does England have many unspoilt rural and coastal areas
despite its high population density and widespread urbanization?
2. Is the coastal scenery of England quite varied?
3. What can you say about the Channel Tunnel?
4. Where is Ben Nevis located and how high is it?
5. What islands lie off the northern and western coast of Scotland?
6. What is the highest peak in Wales?
7. What do you know about the name «Ulster»?
8. What are the leading industries in Northern Ireland?
9. Why is Scotland not so densely populated as England and
Wales?
10. What lake is the largest in the United Kingdom and what lake is
the largest on the island of Great Britain?

VIII. Translate into English:

ДИНАМІЧНА ЕКОНОМІКА УЕЛЬСУ

Економіка Уельсу має декілька відмінних рис. Уельс успішно

залучив інвестиції як зарубіжних так і британських компаній. Та-
кі компанії-виробники товарів для дому, як Sony, Panasonic,
Toyota, Ford, Bosch вклали свої кошти в Уельс, де найбільша в
Британії концентрація японських, виробничих компаній. Ці інве-
стиції призвели до включення Уельсу в групу найбільших вироб-
ників побутової та офісної електротехніки, автозапчастин і засо-
бів технічного обслуговування та ремонту для аерокосмічної
галузі. Усім цим процесом керує сильна та ефективна організація

267
— Уельське агентство з розвитку (УАР).УАР також керує Про-
грамою меліорації землі — найбільшим та найтривалішим меліо-
ративним проектом такого характеру в Європі. Проект значно
зменшив запущеність, спричинену столітнім промисловим вико-
ристанням землі. Інша організація, Корпорація з розвитку Кар-
дифської бухти, перетворила 1100 гектарів території доків на
офісні, технічні, житлові приміщення, місця для відпочинку та
торгові центри, спорудивши величезну дамбу для захисту затоки
від припливів та відпливів. Цей проект створив 17 тисяч робочих
місць.
Уельські компанії стають активнішими експортерами та звер-
тають увагу на такі країни, як Латвія та Польща. Проте і в Луган-
ську, побратимі Кардифа, вже протягом 7 років працює спільне
українсько-уельське підприємство «Британіка», що виробляє
електротовари та постачає котли.

IX. Render into English:

«Of all the small nations on earth,
perhaps only the Greeks surpass the Scots
in their contribution to mankind»
Winston Churchill

ЕКОНОМІКА ШОТЛАНДІЇ: КОРОТКИЙ ОГЛЯД

Шотландські винахідники:
Телебачення: Анестезія:
Джон Лсджі Берд 1888—1946 Джеймс Янг Сімпсон 1811—1870

Телефон: Антисептики:
Олександр Грехем Белл 1847—1922 Джозеф Лістер 1827—1912

Асфальт: Пеніцилін:
Джон «Тар» МакАдам 1756—1836 Олександр Флемінг 1881—1955

Водонепроникні матеріали: Нафтопереробка:

Чарльз Макінтош 1766—1843 Джеймс «Парафін» Янг 1811—1889

Шини:
Джон Бойд Данлоп 1840—1921

З точки зору економіки, Шотландія є країною контрастів. Тра-

диційні галузі, такі, як вугільна та сталеплавильна промисловість,

268
вже майже зникли. Інші, такі, як суднобудування та важка про-
мисловість, значно скоротилися, хоча все ж залишаються важли-
вою частиною економіки. Важливість банківського, страхового
та фінансового секторів стабільно зростає, так само, як нафтова
та газова галузі, а також промислові галузі, пов’язані з
комп’ютерними технологіями. Відновлення роботи шотландсько-
го парламенту вперше після 300-річної перерви співпало з ростом
підприємницької діяльності. Шотландія досягла великих успіхів
у залученні внутрішніх інвестицій і зараз має сучасну багатогалу-
зеву економіку.
Шотландський фінансовий сектор зріс до такого рівня, що по-
сідає четверте місце в Європі на фондовому ринку. Банківський,
страховий та фондовий сектори управляють більш ніж 250 міль-
йонами фунтів стерлінгів міжнародної клієнтури.
Шотландія є також одним з провідних новаторів у наданні фі-
нансових послуг.
Родовища нафти, знайдені під холодними водами Північного
моря у 1960-их роках, змінили індустріальну базу Шотландії.
Хоча часи найвищих показників минули, нафта та пов’язані з
енергетикою підприємства все ще працюють на створення доб-
робуту, складаючи приблизно 7% внутрішнього валового проду-
кту і забезпечуючи існування 100 000 робочих місць. Досвід, на-
бутий під час проведення робіт у Північному морі, високо
цінується промисловцями в усьому світі, а шотландські технічні
винаходи та навички користуються великим попитом.
Однак, саме нові технології електронної промисловості просу-
вають у майбутнє економіку сучасної Шотландії, складаючи
майже половину усього шотландського промислового експорту, і
сьогодні Шотландія експортує більше продукції на душу насе-
лення, ніж усі інші частини Сполученого Королівства. Шотландія
твердо посідає місце провідного центру виробництва товарів
найвищої якості у світовій електронній промисловості. Вона ви-
робляє більше 30% від усіх виготовлених у Європі серійних пер-
сональних комп’ютерів, майже 80% від європейських комп’ютер-
них робочих станцій, 65% від європейських торгівельних автома-
тів і більше 50% від європейських портативних комп’ютерів.

X. Read and translate the following text:

«We look to Scotland

for all our ideas of civilization»
Voltaire

269
 SCOTLAND — THE DEVELOPMENT
OF A MODERN ECONOMY

John Boyd Dunlop (who gave the world the pneumatic tyre), Al-
exander Graham Bell (inventor of the telephone), James Watt (steam
engine) and John Logie Baird (inventor of the television) are just
some of the Scots who have made such a huge impact on everyday
modern life.
And having given the world the telephone and the television — as
well as the fax machine, LCDs (liquid crystal displays), optical proc-
essors and the world’s fastest semiconductor switch — it is appropri-
ate that Scotland is now home to a thriving communications technol-
ogy industry. More than 150 companies, employing more than 15,000
people, are working in virtually all aspects of this sector, and the
country is home to around 200 call centres. In this fast-moving, dy-
namic, creative industry, the quality of teaching and research facilities
within the country’s universities is vital. The close links between edu-
cation and business have paved the way for much pioneering work in
sectors such as computer games and new media technology, in which
Scotland plays a leading role.
Scotland has attracted three of the world’s top five computer and
office equipment manufacturers, and three of the world’s top ten
companies involved in telecommunications equipment manufacturing.
The country’s semiconductor fabrication plants have a 7 per cent
share of the European semiconductor production capacity and a 47 per
cent share of the UK capacity.
The electronics industry, meanwhile, has been a major player in
Scotland’s economy for the past 50 years. It employs more than
40,000 people directly; and roughly the same number work for suppli-
ers to the industry.
Scotland is a world leader in developing the far-reaching potential of
optoelectronics. This fast-growing industry (whose focus is products
which use light to process and transfer data) employs around 5,000
people and is worth around £600 million to the Scottish economy.
Equally impressive in its growth rate — currently standing at 30
per cent a year — has been the biotechnology industry, which em-
ploys around 25,000 people in its 400-plus organizations. It is an in-
dustry that follows in the footsteps of Scots such as Lister, Simpson
and Fleming, who were responsible for breakthroughs in antiseptics,
anaesthetics and penicillin respectively. The world’s first cloned
sheep, Dolly, was the result of pioneering work into nuclear transfer at
the Roslin — institute near Edinburgh.

270
 Scotland has a long track record in the financial industry — indeed
it was a Scotsman, William Peterson, who founded the Bank of Eng-
land in 1694. Now Scotland is one of the top ten banking centres in
Europe.
Scotland’s environment provides the resources for much of the
country’s economic activity: tourism, fishing, forestry and agriculture
are key industries. In Scotland’s regions and its islands, food and
drink, crofting, fish farming and crafts also contribute significantly to
local economies. North Sea oil and gas continue to make a major
contribution to the Scottish economy.
Times change but fundamental qualities have been sustained,
Scotland has maintained a reputation for honesty, innovation and fair-
ness. The business world can call on a highly educated and skilled
workforce to develop and deliver goods and services of a world-class
quality.

XI. Role play:

The problem of litter has become quite serious in a large city. City
officials want to have a clean city. They also want to stop people from
littering. A meeting has been called to discuss this issue.

Purpose of the Discussion:

The purpose of this discussion is for the group members to agree
on the best ways to stop people from littering.
Group Roles:
Leader: the head of the city government
Concerned residents
City officials
Brainstorming:

What are some specific ways to stop people from littering? Brain-
storm as many ideas as possible. You can use the following list of
general points to help you think of specific solutions:
— media (television? newspapers? radio? magazines?)
— education (schools? lectures? seminars?)
— business (advertising? recycling projects? litter containers?
reminders on cups, bags and wrappers?)
— service and social organizations (groups to clean up streets,
parks and other areas?)
— government (laws? penalties? rewards? clean-up week cam-
paign?)

271
 Unit

PART І
THE POLITICAL SYSTEM OF GREAT BRITAIN.
THE UK CONSTITUTION

The idea of a constitution and constitutionalism stands as one of

the most debated concepts in political theory, political philosophy and
current political discourse. It can not be easily severed from the his-
tory of western political thought, nor can it be easily separated from
contemporary democratic theory and practice. It provides the back-
ground to contemporary political structure and political discourse in
much of the western world.
Constitutionalism is generally understood as quite simply a dedi-
cation to any given set of the constitutional arrangements, which can
support a system of rule in any given political community.
The standard definition of a constitution refers to the Act or the
norms that constitute the body and the structure and characteristics of
any political body.
There is no concrete single written document that we can call the
UK constitution.
However some of the main powers of various parts of the state —
particularly those powers which have a bearing on constitutional and
administrative law — are in fact written: the 1911 and 1949 Parlia-
ment Acts; the Bill of Rights of 1689; the Act of Union 1706; the
1972 European Communities Act; The European Union Act 1993; the
Habeas Corpus Act 1679; Administration of Justice Act 1960 and the
various acts from 1832 culminating in the Representation of the Peo-
ple Act 1969 are obvious examples.
The laws of the UK constitution comprise the following kinds of
rules:
statute law
common law
constitutional conventions

272
 The UK constitution is said to be ‘flexible’. It is seen as such be-
cause any rule of the constitution can be altered in the same way as
any other law. In other word there is no distinction between laws that
are specifically constitutional or fundamental and those that are not.
The most important constitutional analysis and conclusions are to
be found in Albert Venn Dicey’s Introduction to the Law and Study of
the Constitution first published in 1885. This text still constitutes the
dominant paradigm of constitutional discourse in the UK.
According to it there are three guiding principles in the British po-
litical system: parliamentary sovereignty, constitutional conventions
and the rule of law.
The sovereignty of parliament means that parliament can make or
unmake any law whatsoever. The absence of any higher legislative
authority (like a Supreme Court) means that no Act can be declared
unconstitutional.
Constitutional conventions are unwritten rules that were regarded as
crucially significant for the smooth running of the political system.
They are most aptly described as rules that are considered binding by
and upon those who are responsible for making the constitution work.
They constituted the essential oil in the formal machinery of the con-
stitution, they plugged the gap between formal law and political reality.
The rule of law embraces three distinct though necessarily related
practices. First, the rule of law excludes the exercise of arbitrary offi-
cial power over individual citizens; second, it stands for the equality
of all before the law; and third, it stands for the notion that the con-
stitution was not the proper source of citizens rights but the general
principles of the constitution were the consequence of the liberties
conferred and remedies provided by case law. The rule of law for is an
important abstract value in the UK constitution because it is a princi-
ple of constitutional morality, limiting the power of the state.
The role of the monarchy
The position of the monarch in Britain is a perfect illustration of the
contradictory nature of the constitution. In theory the monarch’s powers
are as absolute as they were during the Middle ages but in practice the
functions of the British monarch today are virtually ceremonial. She opens
Parliament, but takes no part in its deliberations. As far as the law is con-
cerned, she can choose anyone she likes to run the government for her.
There are no restrictions on whom she picks as her Prime Minister. How-
ever, in practice she has to choose someone who is the leader of the
strongest party in the House of Commons. Similarly, it is really the Prime
Minister who decides who the other government ministers are going to be.
If the Queen makes a public statement she does it on advice of her minis-

273
ters and the statement is prepared by them. She makes no secret of this
fact. All the actions of the government are carried out in the Queen’s
name, and automatically have her approval, although she has no personal
knowledge of them.
Monarchy plays very important role in the life of today’s Britain. It
provides a sense of continuity. Governments come and go but the
Queen remains. The Continuity provided by the Monarchy has an-
other possibly more useful aspect. The Monarch has a regular audi-
ence with the Prime Minister, usually once a week. She sees all cabi-
net papers in advance; receives the minutes of cabinet meetings and
cabinet committee meetings; she receives all copies of important For-
eign and Commonwealth Office documents. Combining this with her
experience of meeting other heads of state is able to give impartial ad-
vice to the Prime Minister on certain matters.
Theoretically, in the event of the election of an anti-democratic
party, which offered to subvert the democratic basis of the constitu-
tion, Monarch’s role could be crucial in dissolving parliament, or re-
fusing to appoint a PM.
In receiving new ambassadors, presenting medals, and attending a
number of formal non-political functions, the Monarch releases the
Prime Minister to run the administration.

Vocabulary notes

Statute law статутне право (у Великобританії та ряді

інших країн англосаксонської моделі правових
систем — сукупність законодавчих актів,
прийнятих парламентом)
common law загальне право (сукупність правових норм, ос-
новним джерелом яких є судовий прецедент)
judicial precedent судовий прецедент
constitutional law конституційне право
administrative law адміністративне право
the rule of law верховенство права.
convention конвенційна норма( у конституційному праві не-
одноразово застосоване правило, яке викорис-
товується при регулюванні певних суспільних
відносин сфери дії конституційного права. Є
одним із джерел права і має таку ж юридичну
силу, як і закони та судові прецеденти але на
відміну від них не має офіційної писаної форми)

274
custom звичай
bill білль, законопроект
Bill of Rights білль про права
act закон, акт
legislative authority законодавча влада
Supreme Court Верховний Суд
to severe from відокремлювати
deliberations обговорення
minutes протокол
to dissolve par- розпускати парламент
liament

I. Match the words from the text with their corresponding defini-
tions on the right (a-k):
1. common law a) an official written record of what is said at a
meeting and what decisions are made there
2. statute law b) to have influence on something
3. bill c) the unwritten law, based on custom and court
decisions rather than on the laws made by the Par-
liament
d) the body of the written laws established by the
Parliament
4. legislative e) having the power and duties to make laws
5. judicial
6. arbitrary f) a written plan for a law, which is brought to a
law-making body
7. notion g) related to a court of law, judges or their judge-
ments
8. minutes h) careful consideration, thorough examination of
a matter
9. deliberation i) use of former customs or decisions as a guide to
present actions
10. precedent j) decided by or based on chance or personal
opinion rather than facts or reasons
11. to have a k) an idea, belief, or opinion in someone’s mind
bearing on

II. Complete the following sentences:

1. The idea of a constitution …
2. Laws and procedures by which the country is governed derive
from different sources …

275
 3. The difference between common and statutory law is the fol-
lowing …
4. The UK constitution is said to be flexible because…
5. Three guiding principles of the British political system are…
6. The sovereignty of the parliament means …
7. Constitutional conventions are most aptly described as …
8. The rule of law embraces …
9. In theory monarch’s powers are absolute…
10. Monarchy plays very important role …
11. Theoretically in the event of the election of an anti-democratic
party…
12. In receiving new ambassadors … the Monarch releases …

III. Match the words on the left with their synonyms on the right.

to subvert consideration
to alter vital
to severe from to cause something to end
to have a bearing on to comprise
continuity free from problems
deliberation to fill
smooth to destroy
impartial unprejudiced
to plug to change
to confer to have an influence on
crucial constancy
to dissolve to separate from
to embrace to give (a title )

IV. Supply the correct word from the box for each space in the
sentences given below:

minutes to confer deliberation appoint flexible

smooth equality impartial notion consequence
justice virtually continuity dedication custom

1. Before the committee started its work, the _____ of the last
meeting were read out.
2. An honorary title was ______ on him by the Queen.
3. They are fighting for the ______ of women.

276
 4. Her progress from local representative to company director
wasn’t very ______.
5. The British political system is based on the _______ of three
guiding principles: parliamentary sovereignty, constitutional conven-
tions and the rule of law.
6. We can arrange our meeting on Monday or Tuesday; our plans
are ______.
7. I trust only him. He is an ______ judge.
8. A committee was ______ to investigate the complain.
9. They have at last received compensation, so ______ has been done.
10. After ______of this problem we found that nothing could be
done.
11. They worked with great ______ to find the solution of the diffi-
cult problem.
12. There is no ______ between three parts of his statement.
13. My speech is _____ finished; I have only a few last-minute
changes to make to it.
14. Social _____vary greatly from country to country.
15. The high level of unemployment has produced harmful social
______.

V. Make up sentences of your own with the words and expres-

sions given below. Summarize the answers:

Political discourse bill minutes

to severe from to embrace commonwealth
political community smooth running to have audience with
statute law binding impartial advice
common law. to plug the gap to subvert the democ-
conventions exercise of power racy
flexible equality before the law crucial role
sovereignty deliberations to dissolve parliament
legislative authority to run the government to appoint
the rule of law sense of continuity to run the administration

VI. Make up questions to which the following statements will be

the answers:

Q. …………………….
A. Monarchy is Britain’s oldest secular institution. Its continuity for
over 1,000 years was broken only once by a republic that lasted a
mere 11 years (1649-60).

277
Q. …………………….
A. The monarchy is hereditary, the succession passing automatically
to the oldest male child, or in the absence of males, to the oldest
female offspring of the monarch. Succession is automatic on the
death of the monarch, confirmed later by a formal coronation
ceremony.
Q. …………………….
A. The coronation of Queen Elizabeth II in 1953, for example, took
place over a year after she became queen.
Q. …………………….
A. In law the monarch is the head of the executive and of the judici-
ary, head of the Church of England, and commander-in-chief of
the armed forces. However, since 1689, the monarch’s sovereign
powers have been formally limited.
Q. …………………….
A. The remaining powers of the monarch are the following: to
summon, suspend until the next session and dissolve Parliament;
to give royal assent to legislation, passed by Parliament; to ap-
point government ministers, judges, officers of the armed forces,
governors, diplomats and bishops of the Church; to confer hon-
ours, such as peerages and knighthoods; to remit sentences,
passed on convicted criminals; and finally to declare war on or
make peace with an enemy power.
Q. …………………….
A. The upkeep of the Monarchy is largely paid for out of public
funds. The civil list sanctioned by parliament and reviewed an-
nually covers the cost of the Royal Family’s functions. These
expenses include staff costs, the upkeep of royal residences, the
cost of state dinners and other functions and the cost of royal
transportation. Once seen as a source of national pride these ex-
penses have been called onto question particularly in times of
economic hardship.
Q. …………………….
A. For the whole of her long reign Elizabeth II had been exempt
from taxation. But, as a response to the change in attitude, the
Queen decided that she would start paying taxes on her private
income. In addition, Civil List payments to some members of the
royal family were stopped.

278
 VII. Answer the questions. Begin your answers with:

As far as … is/are concerned … With regard to…

Generally speaking … As far as I can remember …
By and large … I would like to say that …
I am not sure… Well, I’d just like to say that …
I can remember all the details
but…

1. Is there a written Constitution in the UK?

2. What laws does the state rely on?
3. Why is the UK constitution said to be flexible?
4. What are the most important principles of the British political
system?
5. What does the rule of law embrace?
6. Are the monarch’s powers absolute?
7. Describe the functions of the Queen.
8. What role does the monarchy play in the life of today’s Britain?
9. Describe the hereditary principle of the monarchy.
10. How are the costs of the Royal Family covered ?

VIII. Agree or disagree with the statements. Give your reasons.

The following phrases may be helpful:

I am inclined to think that… I’m afraid I can’t accept that…

I tend to think that… I’m in total agreement with you…
I can’t agree with you… I’m all in favour of that

1. Britain is almost alone among modern states in that it doesn’t

have a written constitution.
2. The UK constitution is said to be flexible because of numerous
amendments that have been incorporated over the last several years.
3. The principles and procedures by which the country is governed and
from which people’s rights are derived from come from different sources.
4. Common law is the body of the written law established by the
parliament.
5. In law the Queen is the head of the executive, legislative and ju-
dicial power in Britain.
6. The monarchy plays a very practical role. Queen Elizabeth II
performs the ceremonial duties which heads of state often have to

279
spend their time on. This way, the real government has more time to
get on with the actual job of running the country.
7. One of the most important functions of the Queen is the prepa-
ration of the speech which she makes each year during the state
opening of the Parliament
8. The sovereignty of the parliament assumes that parliament can
make or unmake any law whatsoever.
9. Civil list stipulates ceremonial functions of the monarch.
10. As a response to the change in attitude the members of the royal
family cover their costs themselves.
IX. Translate into English:
1. Британія не має писаної конституції. Управління країною
здійснюється на основі загального права, статутного права та
конвенцій.
2. Неписану конституцію Англії називають гнучкою — вона
змінюється та доповнюється у тому самому порядку, що і зви-
чайні закони.
3. Верховенство права — це найважливіший принцип полі-
тичної системи держави, який означає панування права в усіх
сферах суспільних відносин, підпорядкування всіх громадян і
держави правовим законам.
4. Монархія — це форма державного правління, при якій гла-
вою держави є монарх, що отримує владу в порядку престолона-
слідування і здійснює її, як правило, довічно.
5. Теоретично монарх має абсолютні права, але на практиці
вважається, що реальної влади у британського монарха немає.
6. Формально за монархом зберігається право призначення го-
лови уряду і міністрів, але зробити це він може лише відповідно
до пропозицій лідерів партій.
8. Судовий прецедент передбачає, що рішення суду в конкре-
тній справі стає правилом, обов’язковим для всіх судів при роз-
гляді аналогічних справ.
9. За законом королева діє за порадою своїх міністрів, однак
вона має право не давати згоди на проведення такої політики,
яка, на її думку, суперечить демократичному розвитку країни.
10. Королева відкриває роботу парламенту але не бере участь в
обговореннях.
11. Протягом тривалого періоду правління королева була звіль-
нена від сплати податків. У зв’язку з тим, що відношення бага-
тьох громадян до монархії погіршилось, вона прийняла рішення
покривати свої особисті витрати з власного доходу.

280
 X. Act as an interpreter:

Dialogue А

A.: I know that as a result of an historical process, the people of

Britain are subjects of the Crown, accepting the Queen as the
head of the state. Yet even the Queen is not sovereign in any
substantial sense since she receives her authority from Parlia-
ment, and is subject to its direction in almost all matters. Tech-
nically, British sovereignty collectively resides in the three ele-
ments of Parliament: the Crown, and Parliament’s two
chambers, the House of Lords and the House of Commons. This
situation came about as a result of a long struggle for power
between the Crown and Parliament during the sixteenth and sev-
enteenth centuries. In 1689 Parliament won that struggle, be-
cause it controlled most of the national wealth. It agreed to al-
low the Crown to continue to function within certain limits, and
subject to Parliament’s control.
B.: Так, це абсолютно вірно. Я можу додати, що «Білль про
права», який було прийнято у 1689 році, визначив провідну
роль парламенту в системі державних органів. У ньому було
сказано: припиняти закони або виконання законів королів-
ським повелінням без згоди парламенту незаконно; не мож-
на робити вилучення законів королівським повелінням; стя-
гання зборів на користь корони без згоди парламенту
незаконне.
A.: The Bill of Rights of 1689 set the system of today’s work of
Parliament, the relationship between Crown, government, Par-
liament and people — and their respective constitutional pow-
ers.
B.: Саме так. Цей документ стверджував, що вибори в парла-
мент мають бути вільними, що парламент скликатиметься
досить часто, що проголошується свобода слова, дебатів і
актів у парламенті.
A.: Parliament’s functions today are to pass laws, to raise enough
money through taxation to enable the government to function, to
examine the work of the government and to dictate and debate
or discuss important political issues.
B.: Мені здавалось, що збір податків — це прерогатива уряду.

281
A.: Only the House of Commons can give permission for the Gov-
ernment to collect taxes. It is the House of Commons which de-
cides what taxes shall be collected and also how the money shall
be spent. It is only right that Members of Parliament—the peo-
ple’s representatives—should give their consent before the peo-
ple have to pay taxes.
B.: Які інші функції виконує парламент?
A.: Both Houses of Parliament have Committees which examine
European proposals before they become law. Britain sometimes
has to alter her laws to bring them into line with new European
laws. These special Committees find out in advance what ad-
justments will be needed. Parliament is then able to prepare for
the necessary changes.

Dialogue В

A.: Я знаю, що палата громад обирається відповідно до Акта

1911 року терміном на п’ять років. Всього в палаті громад
засідає 635 депутатів.
B.: You are right. 635 Members of the House of commons
represent constituencies in England, Wales, Scotland and
Northern Ireland. It is interesting to know that originally the
Commons were summoned in order to provide the king with
money. The more money a king demanded, the more the
Commons questioned its use. Because of its growing
financial power, its ability to raise or withhold money, the
House of Commons eventually — from the seventeenth
century onwards — gained power not only in the matters of
finance but also of legislation over both the monarch and also
the Lords.
A.: Які функції виконує палата громад?
B.: The House of Commons spends nearly half of its time making
laws. There are three types of Bill which are considered in
Commons. Government Bills and Private Members’ Bills are
both Public Bills, i.e. they are designed to affect the public as a
whole. Government Bills are sponsored by the government,
while Private Memebers’ Bills are promoted by individual
back- bench MPs. In addition, some time is spent on Private
Bills which affect only one area or group of people.

282
A.: Яким чином палата громад контролює витрати уряда?
B.: Before the Government can raise or spend money, it must have
permission from Parliament. As the House of Lords has no
control over financial matters, it is the House of Commons
which has to give this permission. The Commons, first of all,
controls the raising of money. Each year, the Chancellor of the
Exchequer presents his Budget Statement to the Commons. In
this, he explains how the Government intends to raise the
money it needs to run the country during the following year.
Some of this money will be borrowed by selling Government
Bonds on the Stock Exchange. The other way of raising money
is by taxation. The Budget may, therefore, contain proposals to
cut or increase taxes. The House of Commons also has to give
its approval before any money can be spent by the government.
A.: Мені цікаво, чи розглядає палата громад скарги громадян?
B.: In the past the grievances of the public were often brought to
the attention of the House of Commons by means of petitions.
Many petitions are still presented to Parliament. Some are pre-
sented by a Member making a speech. Others are read by a
Clerk; often they are presented by being placed in the Petition
Bag which hangs on the back of the Speaker’s Chair. A Mem-
ber can place petitions in the bag at any time during a sitting.

Dialogue С

A.: Корона посідає своєрідне місце в політичній системі Вели-

кобританії. Хоча формально зберігаються різноманітні ко-
ролівські прерогативи (право вето, право розпуску парла-
менту, призначення прем’єра тощо), вважається, що
реальної влади в британського монарха немає.
B.: Справді, в багатьох випадках король реалізує свої повнова-
ження лише за вказівкою уряду або за порадою своїх мініс-
трів. Так, монарх — складова частина парламенту, але від-
відувати його засідання він може за спеціальним
запрошенням. Щорічно король або королева відкриває се-
сію парламенту, виступаючи з промовою на спеціальному
засіданні палат. У цій промові викладається програма дій на
наступний рік. Причому король (королева) лише зачитує
текст, підготовлений для нього

283
A.: Ще одним важливим повноваженням монарха є право наз-
начати прем’єр-міністра. Фактично прем’єром стає лідер
партії, що перемогла на виборах до палати общин. Тому ре-
ально король (королева) лише оформляє волю партійної бі-
льшості в парламенті. Відповідно до Білля про права 1689-
го року король править тільки у згоді з парламентом і через
посередництво парламенту.
B.: Я з Вами повністю згоден. Англійський монарх має значно
більшу владу, ніж здається на перший погляд. Найголовні-
ше те, що він — глава держави, який одержує свою владу у
спадок (королівський трон переходить до старшого сина, а
якщо сина немає — до старшої дочки). Корона — символ
єдності Британської імперії, символ стабільності Англії.
Король має зовнішньополітичні повноваження, він є главою
Британської співдружності націй .
A.: Я хочу додати, що повсякденний вплив монарха на діяль-
ність уряду теж має неабияке значення. Король має доступ
до всіх документів кабінету — до протоколів, звітів урядо-
вих комітетів. Монарха повинні повідомляти про всі значні
рішення, він має право давати поради з приводу цих рішень
і брати участь у їх обговоренні. Уряд видає свої акти від
імені монарха.
B.: Оцінюючи вплив англійської королеви Єлизавети II на со-
ціально-політичне життя Великобританії, слід мати на ува-
зі, що вона є однією з найбагатших жінок світу. Щорічно
вона одержує згідно з цивільним аркушем 7 мільйонів 285
тисяч доларів. Окрім того, з 1993 р. вона сплачує податки і
покриває власні витрати з особистого доходу.

XI. Compose your own dialogues.

XII. Read the following text and give a short summary of it:

THE HOUSE OF LORDS

The House of Lords has a wealth of experience and expertise to

call upon. If there were no second chamber, then much of the current
work of the House of Lords would have to be done by the Com-
mons, which is already very short of time. The Lords is not under so
much pressure and can therefore conduct its business in a more lei-
surely way.
284
 The Lords is also free from various other pressures which face the
House of Commons. It is prevented by a mixture of law and tradition
from detailed discussion of taxation and public spending which takes
up much of the time of the Commons. In addition, the Lords, unlike
the Commons, does not have to try to impress electors outside. In the
Commons, a member may feel obliged to ask certain questions, or to
make a particular speech simply because the electors in his area will
expect it. MPs will spend much of their time answering letters and
solving their constituents’ problems. The Lords are free from such
pressures.

THE MEMBERSHIP OF THE HOUSE OF LORDS

The members of the House of Lords can be divided into four main
types: the Bishops (also known as the Lords spiritual), the Hereditary
peers (Lords who inherit their titles), The Life peers (Lords who have
been given titles for their own lifetime), and Law Lords (who mainly
hear appeal cases). The House of Lords is the highest court of appeal
for most types of legal case in the country. There are historical rea-
sons which explain the present composition of the House. The House
of Lords indirectly descended from the medieval King’s Council to
which were summoned the great nobles and churchmen. It was also
the highest court of justice in the land. There have been changes over
the years but the House of Lords still has many characteristics of the
medieval Council.

THE BISHOPS
(ALSO KNOWN AS THE LORDS SPIRITUAL)

The early Councils contained a large number of important church-

men. All that remain in the modern House of Lords are twenty-six
Bishops of the Church of England. Unlike other Lords, the Bishops
and Archbishops are only members of the House for as long as they
hold office. When they retire, they leave the House. The Bishops usu-
ally avoid taking a leading part in political discussions but they often
contribute to debates on social or moral questions like unemployment,
abortion or divorce. Their work as churchmen, of course, brings them
into contact with these problems. They also give advice when Church
of England affairs, like the ordination of women, are discussed in the
House.
285
 THE HEREDITARY PEERS
(LORDS WHO INHERIT THEIR TITLES)

All the Lords who are not Bishops are known as peers or Lords
Temporal. There are nearly 800 hereditary peers who can pass on their
titles to their children. A few of these titles originated in the thirteenth
century but most do not go back that far. Indeed half of the hereditary
peerages have been created in the twentieth century. By the 1980s, the
idea that seats in the House of Lords should be inherited had become
rather unpopular and after 1965, no new hereditary peerages were
given for eighteen years. In the 1980s, however, a few new hereditary
peerages were awarded. Those who receive new hereditary peerages
are called hereditary peers of first creation.

THE LIFE PEERS

Since 1958 over six hundred people have been made life peers and
given a seat in the House of Lords for their own lifetime. They cannot
pass on their titles to their children. They are given their titles by the
Queen, but the selection is made by the Prime Minister. Generally
speaking, life peerages are offered to those nearing the end of a dis-
tinguished career, perhaps in politics, business or the law. The Prime
Minister’s choice naturally tends to favour supporters of his or her
own party, but other party leaders are invited to put forward candi-
dates for peerages from time to time, in an attempt to maintain a rea-
sonable balance in the House.

THE LAW LORDS

The King’s Council was in medieval times, the highest court of

justice in the land. The House of Lords is still the highest court of ap-
peal for all cases except Scottish criminal cases. Only 30 Lords play
any part in this work at all.

WOMEN IN THE HOUSE OF LORDS

Before 1958, there were no women in the House of Lords, if a

woman inherited a title, she was not allowed to sit in the House. When
the law to allow the creation of life peers was made in 1958, it did not
286
discriminate against women and so, for the first time, women were
allowed to take a seat in the Lords. Once women life peers had been
admitted it seemed odd to keep out those who inherited titles and
since 1963 hereditary women peers have been allowed to sit in the
Lords. There are now 17 women peers by inheritance and 59 women
life peers.

EXPENCES PAID TO WORKING LORDS

We often hear about large numbers of Lords who do not attend the
House very often. We must remember that members of the Lords are
not paid a salary so they give up their own time to help out with the
work of Parliament, Some members see little point in turning up on
days when they have nothing to contribute. One of the strength of the
House of Lords is that it has so many different people to call upon, to
handle different items of business. It can field one team of teachers
and academics-— when an education Bill is being discussed, while
the farmers would turn out for an agricultural Bill. Lords are only paid
expenses for the days on which they attend, with extra allowances for
overnight accommodation and secretarial help.

PART ІІ
THE GOVERNMENT

The Government of the UK makes the important decisions in the

name of the Queen, but all these decisions have to be approved by Par-
liament. If Parliament thinks that a particular Government policy is
against the public interest, then it can force the Government to change its
mind. A proposal might then be altered, or perhaps withdrawn altogether.
Over 1,800 people are entitled to sit in the two Houses of Parlia-
ment. Only about 100 of these belong to the Government. The most
senior members of the Government are known as the Cabinet. As in
other modern Cabinets, the majority of the members of the Cabinet
are drawn from the House of Commons. Nevertheless there are al-
ways a few members from the House of Lords.
The cabinet meets once a week and takes decisions about new
policies, the implementation of existing policies and the running of
the various government departments. Because all government mem-
287
bers must be seen to agree, exactly who says what at these meetings is
a closely guarded secret. Reports are made of the meetings and circu-
lated to government departments. They summarize the topics dis-
cussed and the decisions taken, but they never refer to individuals or
what they said.
To help run the complicated machinery of a modern government,
there is an organization called the cabinet office. It runs a busy com-
munication network, keeping ministers in touch with each other and
drawing up the agendas for cabinet meetings. It also does the same
things for the many cabinet committees. These committees are ap-
pointed by the cabinet to look into various matters in more detail than
the individual members of the cabinet have the time (or knowledge)
for. Unlike members of the government itself, the people on these
committees are not necessarily politicians.
Since the Second World War, all Governments have been formed
either by the Labour Party or the Conservative Party. If the members
of the Cabinet are drawn from only one party, they are likely to agree
on a programme of policies. Having won the election, they will also
have the support of the majority of MPs in the House of Commons.
This will enable them to put their policies into practice.
Before 1945 there were several Governments whose members were
drawn from a variety of different parties. This is known as coalition
government. Coalitions have, in the past, usually been formed in times
of national crisis, for example war or economic difficulty, or if no party
has a majority. Party differences were laid aside while the crisis lasted
and the parties agreed on a programme which could be supported by as
many MPs as possible. The work of Government is divided among De-
partments which specialise in a particular subject, e.g. Environment,
Employment. The Minister in charge of a Department is usually of
Cabinet rank. He or she may have been chosen for his or her special
interest in, or knowledge of, the subjects handled by the Department
and will make all the important decisions affecting the Department. He
or she is usually assisted by one or more junior Ministers who are not of
Cabinet rank. The majority of members of the Government belong to
the House of Commons, but major Departments often have at least one
Minister who is a Lord. He or she will then be able to answer any
Questions which are asked in the House of Lords.
When a new government comes to power ministers of the winning
party take over from those of the losing party. The two main parties
(The Conservative and the Labour party) have very different ideas —
for example, about education, housing and industry. In order to main-
tain continuity, within the Departments, each Department is staffed by

288
permanent officials, known as civil servants. Civil servants are politi-
cally neutral and serve each Government, regardless of which party is
in power. Many Ministers only stay in a post for about two years be-
fore moving elsewhere. Civil servants, on the other hand, may spend
over 40 years in one Department, and they therefore have the time to
become experts in the work of their Department In fact, they may
know far more about it than the Minister does, although they will look
to him or her for political direction. Because of this, Ministers have to
rely on civil servants for advice and information. When, for example,
a Minister is required to answer Questions in the House on the work
of his or her Department, he or she will rely heavily on the informa-
tion supplied by the Department’s civil servants.
For those who belong to it, the British civil service is a career.
These people get a high salary (higher than that of their ministers),
have absolute job security, (unlike their ministers) and stand a good
chance of being awarded an official honour.

Read, translate and learn the following definitions:

civil — 1) of, belonging to, or consisting of the ordinary

population of citizens; not military or religious;
2)belonging to or judged under civil law;
civil law — the body of law concerned with judging private
quarrels between people and dealing with the rights of
private citizens, rather than with criminal or military
cases;
civil list — the sum of money voted yearly by Parliament to
the King or Queen as head of state and to certain
other related people;
civil rights — the non-political rights of freedom, equality,
which belong to a citizen without regard to race, re-
ligion, colour, sex;
civil service — all the various departments of the national gov-
ernment except the armed forces, law courts and re-
ligious organizations;
agenda — list of the subjects to be dealt with or talked about
at a meeting;
coalition — union of separate political parties for a specific
purpose (esp. To form a government);
to draw from — to take from;
to draw up — to prepare and to put something into written form;
to withdraw — to take away or take back;

289
 II. Read the text given below and find the equivalents of the
Ukrainian words and expressions in the box:

Загальні вибори; офіційна опозиція; палата; рядовий член

уряду або опозиції(«задньолавочник»);займати пост в уряді;
керівник уряду або опозиції(«передньолавочник»); належати
до однієї партії; міністерство; тіньовий кабінет (кабінет
міністрів опозиції); оспорювати роботу уряду; приймати за-
кони; голосувати; урядові пропозиції; вотум довір’я; оголо-
шувати вибори; обмежувати повноваження парламенту;

THE RELATIONSHIP BETWEEN PARLIAMENT

AND THE GOVERNMENT

— It has already been seen how Members of both Houses can

challenge the Government in Committees, in debates and by ques-
tioning it about its work. Parliament has to ensure that the Govern-
ment is working properly and that its decisions are in the public inter-
est. Every Member, no matter what party he or she belongs to, has the
duty of examining the work of the Government but it is the Opposi-
tion, which plays the leading part in this. The Opposition consists of
all those parties, which, as a result of the last general election, are not
part of the Government. It is made up of the Official Opposition, the
largest Opposition party, and a number of smaller parties. In both
Chambers the two sides, Government and Opposition, sit facing one
another. If, for example, you were to sit in the Public Gallery of the
House of Commons, you would see the Government sitting to the left
of the Table. The Opposition parties would be seated on the right.
— Government Ministers sit on the front bench on the Govern-
ment side of the Chamber. They are therefore known as Government
front-benchers. Those MPs who belong to the same party as the Gov-
ernment but who do not hold a Government post are known as Gov-
ernment back-benchers. The Official Opposition is divided in the
same way. On the Opposition front bench sit the Official Opposition
spokesmen, e.g. on Education, Employment or Defence. Each of these
spokesmen concentrates on studying the work of a particular Gov-
ernment Department The senior spokesmen from the Official Opposi-
tion are often referred to as the ‘Shadow Cabinet’ because they
shadow the work of the Government. By keeping themselves up to
290
date in their own subject areas both they and the spokesmen from the
other Opposition parties are able to mount an effective challenge to
the Government, criticising its policies and questioning the wisdom of
Ministers’ decisions. Opposition spokesmen must keep themselves
properly informed, not only to enable them to challenge the Govern-
ment but also because one day, after an election, they might become
Government Ministers themselves.
— The Opposition can thus challenge the Government, during
Question Time, in Committee and by debate. In addition the Opposi-
tion may oppose the Government’s attempts to make new laws. When
a Government comes to power, it usually plans to make certain
changes, particularly if it has just taken over from another party.
Many of these changes will be brought about through the passing of
new laws. The Opposition will usually put forward arguments against
the new laws. Most MPs tend to be loyal to their own party. After all,
they would not belong to a party if they did not agree with what it
stood for. Nevertheless all MPs are free to vote as they wish. Perhaps
an MP of the Government’s party will agree with what the Opposition
have said on a certain matter. After all an MP may agree with the
broad outline of Government policy while disagreeing with some of
the details. If he or she feels that a Government proposal is not in the
public interest, he or she can vote with the Opposition, or not vote at
all. The strength of the Opposition in Parliament helps to protect the
public. The Government cannot always push through exactly what it
chooses. As each proposed law has to go through several stages in
both Houses of Parliament, there are plenty of opportunities for
changes to be made, and perhaps for some proposals to be withdrawn.
— If a Government performed particularly badly, its own support-
ers might desert it. If it lost a Vote of Confidence in the House of
Commons, the Government would then call a General Election which
it might lose. Parliament can therefore play an important part in
bringing down a Government. The power of Parliament could also be
used to check a Government which tried to dictate to the people — in
other words, a Government which had become too powerful. Because
of this tradition of a strong Parliament it would be much harder for a
dictator to take over in Britain, than in certain other countries. Parlia-
ment can limit the power of Government:
— 1. By voting against its proposed laws
— 2. By restricting the funds which the Government has to spend
— 3. By asking Questions which test the Government
— 4. By challenging the Government in debates
— 5. By examining Government work in Committees

291
 III. Match the words on the left with their definitions on the
right. Memorize the definitions. Use the words in the sentences or
situations of your own.

1) To challenge a) To be faithful to one’s principles, always giv-

ing support
2) front bench b) to watch very closely
3) back bench c) to question the rightness, legality
4) to shadow d) the hall used for meetings of law-making
bodies
5) shadow cabinet e) either of the two rows in the British Parliament
on which government ministers or leading mem-
bers of the opposition sit
6) vote of confi- f) politicians in the opposition party in parlia-
dence ment who each study the work of particular min-
ister
7) chamber g) any of the seats in the British Parliament on
which members who do not hold an official posi-
tion in the government or opposition may sit
8) to be loyal h) a formal declaration of support of actions of
someone, usually expressed by voting
9) to desert i) to abandon, to leave without the intention to return

IV. Complete the sentences by filling in the following table. Con-

nect the figures
(1—8) with the letters (a—h)

1) Collective responsibility a) become the members of the

means that … cabinet.
2) By convention, no member of b) every member of the govern-
the government … ment shares the responsibility for
every policy made by the gov-
ernment.
3) The leading politicians in the c) helps to administer the deci-
governing party usually … sions of ministers and to keep the
wheels of the government turning.
4) Although government is es- d) can riticize government
sentially political, it depends policy in public.
upon a permanent body of offi-
cials, the Civil service, which …
5) The Civil Service is expected e) they are seen to be either ‘for’
… the government or ‘against’ it.

292
6) The front benches on either
side of the House of Commons…
7) The leader of the second big-
gest party in the House of Com-
mons…
8) According to where the MPs
sit …
f) to discharge its responsibili-
ties in a politically impartial way
g) receives the title «Leader of
Her Majesty opposition» and
even gets the salary
h) are reserved for the members
of the Cabinet and opposition
spokesmen.

V. Make up questions to which the following statements will be

the answers:

Q. …………………….
A. Within the Cabinet the Prime Minister is meant to be first
among equals. In fact Prime Ministers have much more power
than first among equals. They enjoy undisputed political leader-
ship. Ministers must obey their will, or persuade the Prime Min-
ister of their own point of view. If a clash of wills cannot be re-
solved, the minister must resign.
Q. …………………….
A. The strength of the PM’s power is apparent from the modern
phenomenon known as the ‘cabinet reshuffle’. For the past thirty
years it has been the habit of the PM to change his or her cabinet
quite frequently (at least once every two years). A few cabinet
members are dropped, and a few new members are brought in,
but mostly the existing members are shuffled around each get-
ting a new department to look after.
Q. …………………….
A. Another reason for a modern PM’s dominance over other minis-
ters is the power of the PM’s public image. The mass media has
tended to make politics a matter of personalities. The details of
policies are hard to understand. An individual, constantly appear-
ing on the television and in the newspapers, is much easier to
identify with. Everybody in the country can recognize the Prime
Minister, while many cannot put a name to the faces of the other
ministers. As a result the PM can, if the need arises, go ‘over the
heads’ of the other ministers and appeal directly to the public.
Q. …………………….
A. All ministers except the PM are kept busy looking after their gov-
ernmental departments. They don’t have time to think about and
discuss government policy as a whole. As a result, the Prime Min-
ister knows more about what is going on than the other ministers do.

293
 VI. Agree or disagree with the statements. Give your reason. The
following phrases may be helpful:

I am convinced that … I certainly think that…

To some extent I agree, but the Well, I’m not sure I entirely
fact is … agree …
I tend to think that … As I see it …
I’m a bit doubtful about … That’s not right I’m afraid …
Let’s discuss it in more detail … I’m sorry, I can’t give you the
exact answer …

1. The Cabinet is the body responsible for discussing and deciding

government policy and, as such, is the heart of the government system.
The majority party forms the government and the largest minority
party — the opposition.
2. Members of the House of Commons and the House of Lords are
chosen by people.
3. The shadow Cabinet is presided over by the Prime Minister
4. The day-to-day running of the government and the implementa-
tion of its policy continue in the hands of the civil servants.
5. There is no wonder that civil servants earn less than their min-
isters.
6. ‘Single-party government’ means that all members of the gov-
ernment belong to the same political party.
7. ‘Cabinet reshuffle’ means that the Prime Minister can make
members of the Cabinet reshuffle at any time.

VII. Answer the questions. Begin your answers with:

The obvious answer is … As far as I can remember …

I think it will help if I give you
some background information
on the matter …
The point is that …
Well, let me see …
I’m glad you asked me that …
Oh, let me think for a moment
…
I am afraid there’s no easy
answer to that …
I feet that … I believe you
know that …

1. What is ‘the Cabinet’?

2. What are the functions of the cabinet office?
3. In what way do civil servants help ministers?

294
 4. What does the principle of the collective responsibility assume?
5. Why are the senior spokesmen from the Official Opposition of-
ten referred to as the ‘Shadow Cabinet?
6. What are the reasons of the PM’s dominance over other minis-
ters?
7. What will happen if the government loses a Vote of confidence?
8. What are the ways in which British Parliament can limit the
power of the government?

VIII. Translate into English:

Британський парламент має дві палали: Палату громад та Па-

лату лордів. Парламент приймає закони, забезпечує
фінансування, ратифікує міжнародні договори. Це керівництво
здійснюється за згодою між політичними партіями, що входять
до Палати громад. Партія більшості формує уряд, а найбільша
партія меньшості — опозицію.
Структура уряду Великобританії досить складна. До нього
входить передусім кабінет у складі приблизно 20-ти членів. До
кабінету входять глави найбільш важливих міністерств та відом-
ств. Вирішальну роль серед членів уряду відіграє прем’єр-
міністр. Він здійснює усі важливі призначення і переміщення
всередині уряду, визначає план роботи кабінету і порядок ден-
ний. У кабінеті існує концепція колективної відповідальності.
Якщо якийсь міністр не може прийняти якесь рішення Кабінету,
він іде у відставку.

IX. Render into English:

У 1979 р. консерватори перемогли на виборах до парламенту і

сформували власний кабінет на чолі з М. Тетчер, яка, міцно три-
мала у своїх руках британську політику. Не випадково стиль
управління нового прем’єр-міністра, де переважали жорсткість,
категоричність, отримав назву «тетчеризму», а за прем’єром за-
кріпилося прізвисько «залізна леді».
Тетчер діяла швидко і рішуче. Ставши прем’єром, вона відра-
зу переглянула особистий склад кабінету, звільнивши міністрів
аристократичного походження, перенесла основну роботу уряду
до комітетів, де працювали особисто віддані їй люди, скоротила
кількість засідань кабінету. Все це призвело до зменшення реаль-
ного впливу і значення міністрів, до ще більшої концентрації
влади в руках прем’єра.

295
 Тетчер сама визначала основні проблеми внутрішньої політи-
ки і засоби їх розв’язання. Вона вважала, що рушійною силою
процвітаючої економіки має стати приватне підприємництво, і
тому проголошувала політику рівних можливостей для усіх, під-
тримувала підприємницьку ініціативу. На думку Тетчер, втру-
чання держави в економіку повинно бути зведено до мінімуму.
Усе має вирішуватися за законами ринку. Від державних зо-
бов’язань у сфері соціальних програм, освіти, охорони здоров’я
слід відмовитись або суттєво їх скоротити. Була переглянута по-
даткова політика, провадилась активна денаціоналізація збитко-
вих підприємств державного сектору. Основні державні корпора-
ції зв’язку, газової промисловості, нафти, сталі перейшли у
приватну власність. У 1984-1985 рр. уряд Тетчер свідомо пішов
на конфлікт із страйкуючими шахтарями і завдяки жорсткості і
наполегливості «залізної леді» добився перемоги .
Така жорсткість і цілеспрямованість була характерна для Те-
тчер і в галузі зовнішньої політики, що яскраво проявилося під
час конфлікту з Аргентиною навколо Фолклендських (Мальвін-
ських) островів, коли вона не виключала можливості застосу-
вання ядерної зброї.

X. Read and retell the following text:

THE PARTY SYSTEM

The political party system has evolved since the eighteenth cen-
tury, and since the first half of the nineteenth century has been essen-
tially a two-party system. Today, this two-party contest is between the
Conservative Party (still known by their previous nickname, the To-
ries) and the Labour Party, which emerged at the end of the nineteenth
century as a result of the introduction of universal male suffrage and
the decline of the Liberal Party.
The Conservative Party is the party of the Right, identified with
the idea of economic freedom and until 1979 with the idea of re-
sistance to change. It has successfully portrayed itself as the party
of patriotism. As in the nineteenth century, it appeals to a ‘prop-
erty-owning democracy’, and as a result its support tends to lie
with the wealthier classes, receiving much money from major busi-
ness and financial institutions. It gives emphasis to the importance
of law and order, and the maintenance of strong armed forces to
protect British interests.
296
 The Major government of 1992-1997 was a painful period for the
Conservative Party and opinion poll ratings slumped to record lows
following the economic fiasco of ‘Black Wednesday’ in 1992. The
most serious problems were caused by a recession which hit Conser-
vative support in southern England, a collapse of normal party unity
over the increasingly contentious issue of Europe and ‘sleaze’-a string
of personal scandals involving Coservative ministers and MPs. On the
1st of May 1997 the Major government resigned. The Conservatives
were unable to recover ground during the 1997-2001 Parliament. The
party remained unpopular with the public. ‘Euro-sceptic’ policy,
rulling out joining the single European currency caused tensions in the
party. During the following two years there was little sign of im-
provement in the Party’s fortunes, as the domestic policy and eco-
nomic situation remained largely unchanged. The conservatives sup-
ported the policy of Prime Minister Tony Blair in the overthrow of
Saddam Hussein’s regime in Iraq in the spring and summer of 2003.
The Liberal Party, which traces its origins to the eighteenth century
‘Whigs’, merged with the new Social Democratic Party in 1988 to be-
come the Liberal Democrats, after fighting the 1987 election unsuc-
cessfully as an alliance of both parties. It seeks to attract the votes of
the middle-ground between Labour and the Conservatives, but has
also tended to attract opponents of the Conservatives, dominant in the
south of England, and opponents of the Labour Party, dominant in the
north. It is the party keenest on constitutional and electoral reform. It
also prides itself on being less tied to either capitalist or union inter-
ests, and being free to offer more radical policies.
Labour is preeminently the party of social justice, though its em-
phasis is less on equality than on the achievement of well-being and
opportunity for all members of society. It tends to give the collective
well-being of society slightly more importance than individual free-
dom. It was once committed to public ownership of major industries,
and to economic planning. It now favours an entrepreneurial but so-
cially aware economy. The trade union movement, which founded the
Labour Party, has lost the influence it once had over the party.
As a Labour Prime Minister, Tony Blair has given new direction to
the country and begun to build ‘a better Britain’ with the introduction
of a National Minimum Wage, one million more jobs, smaller class
sizes in primary schools and the biggest and sustained investment in
the national healthcare system.
Since 1945 the Conservatives have formed eight governments and
Labour seven, although in practice during the period 1945-97 the
Conservatives governed for 36 years and Labour — for 17.

297
 Unit

PART I
EDUCATION IN GREAT BRITAIN:
SCHOOLS IN GREAT BRITAIN

Education is compulsory in the UK from the age of 5 until the age

of 16, though many secondary schools continue to provide education
until the age of 18. The vast majority of pupils attend state schools.
State schools are free (including all textbooks and exercise books),
and attendance is compulsory.
There are also about 500 private schools, which attract 6.5% of
school pupils. The most famous of these schools, confusingly known
as public schools, are Eton, and Harrow.
There is no statutory age at which students change from primary
to secondary school1, nor are schools ‘specialized’ — pupils choose
from the numerous subjects taught in their particular school. The re-
cently introduced National Curriculum2 has made it compulsory,
however, for ten core subjects — English, mathematics, science,
technology (including design), history, geography, music, art, physi-
cal education, and a foreign language — to be included in the cur-
ricula of all pupils. Passage from one academic year to the next is
automatic. After a two-year course, usually from 14 to 16 years of
age, most pupils take their General Certificate of Secondary Educa-
tion (GCSE). Pupils obtaining at least five passes at GCSE can then
specialize for two years (usually from 16 to 18 years of age) in two
or three subjects, in which they take the General Certificate of Edu-
cation Advanced level (A-level) examination. This is used as an en-
trance qualification for university (minimum two passes) and other
types of higher education, as well as for many forms of professional
training.
1
Children usually stay at a primary school until they are eleven.
2
The 1988 Education Reform Act has introduced a compulsory National Curriculum
which applies to all children of compulsory school age in state schools.

298
 The UK has a very low proportion of 16 to 19 year olds, at just un-
der 40%, remaining in full-time education compared to its industrial
competitors. Two thirds of British pupils leave school at 16. About a
third of pupils pass GCE O-level only. Very few (13%) pupils have
two or more subjects at A level. About 15% of British pupils leave
school with no passes in any of these examinations. Less than 15% of
British pupils go on to full-time higher education.

HIGHER EDUCATION
IN GREAT BRITAIN

Higher education in the UK is provided by universities and a se-

ries of different types of assisted colleges, such as colleges of edu-
cation, technology, art, etc1. Colleges tend to provide more work-
oriented courses than universities. Some of these courses are part-
time. Virtually all students on full-time courses receive grants or
loans from the Government which cover their tuition fees and eve-
ryday expenses (accommodation, food, books, etc). Candidates are
accepted on the basis of their O- and A- level results. To get into a
university it is generally necessary to have two A levels and five O
levels.
Universities in Britain enjoy complete academic freedom, choos-
ing their own staff and deciding which students to admit, what and
how to teach, and which degrees to award (first degrees are called
Bachelor degrees). They are mainly government-funded, except for
the totally-independent University of Buckingham.
There is no automatic admission to university, as there are only
a limited number of places (around 100,000) available each year.
Virtually all degree courses are full-time and most last three years
(medical and veterinary courses last five or six years). Students
obtain their Bachelor degree. They can apply to take a further de-
gree course, usually involving a mixture of exam courses and re-
search. There are two different types of post-graduate courses —
the Master’s degree (MA or MSc), which takes one or two years,
and the higher degree of Doctor of Philosophy (PhD), which takes
two or three years.

1
There also used to be polytechnics. Several years ago they were transformed into
universities.

299
 Vocabulary notes

public school привілейована приватна середня школа

statutory age встановлений законом вік
primary school початкова школа
National Curriculum Національна програма середньої освіти
General Certificate of атестат про загальну середню освіту
Secondary Education
A-level exams іспити на отримання шкільного атес-
(Advanced-level exams) тату просунутого рівня
O-level exams іспити на отримання шкільного атес-
(Ordinary-level exams) тату звичайного рівня
pass «задовільно» (оцінка)
compare:
fail «незадовільно»
credit «успішно»
distinction «вельми успішно»
entrance qualification показники успішності, необхідні для
вступу до вузу
full-time education навчання з відривом від виробництва;
денна форма навчання
part-time courses курси/програми навчання без відриву від
виробництва; вечірня або заочна форма
навчання
grant стипендія
loan позика
cover expenses покрити/сплатити витрати
tuition fee(s) плата за навчання
everyday expenses повсякденні витрати
to admit students приймати студентів до вузу (Syn. ac-
cept students)
admission to university прийом студентів до університету
to award degrees присуджувати ступінь
bachelor degree ступінь бакалавра
fund n. 1) запас; a fund of knowledge — скарб-
ниця знань; 2) фонд, капітал; 3) Pl. Гро-
ші; to be in funds — мати гроші; 4) (the
funds) Pl. державні процентні папери; to
have money in the funds — зберігати
гроші в цінних паперах; 5) громадська
благодійна організація, фонд
300
fund v. вкладати капітал у цінні папери
government-funded той, що фінансується урядом (держа-
вою)
course n. 1) курс, напрямок; 2) хід; course of
events — хід подій; in the course of a year
— протягом року; 3) порядок, черга, по-
ступовість; in course — по черзі, по по-
рядку; in due course — а) своєчасно; б)
належним чином; 4) лінія поведінки, дії;
5) курс (лекцій, навчання); post-graduate
courses — післядипломні курси (для тих,
хто має ступінь бакалавра або магіст-
ра); to take a course/programme — всту-
пити на програму/курс навчання.

Exercise I. Match the words from the text with their corre-
sponding definitions on the right (a-h):

1) curriculum a) allow to enter

2) education b) the first university degree
3) examination c) place for higher or professional education
4) admit d) the range of subjects offered within an institu-
tion or course
5) bachelor e) testing of knowledge
6) college f) systematic training
7) GCSE g) in higher education maintenance costs during
term-time
8) grant h) examination for 16-year old pupils

Exercise II. Complete the following sentences:

1. Education is compulsory in the UK from the age of 5 …

2. Many schools continue …
3. The vast majority of pupils attend …
4. State schools are free and attendance is …
5. There are also about 500 …
6. The most famous of these schools, confusedly known as public
schools, are …
7. There is no statutory age at which students …
8. Passage from one academic year to the next is …
9. Most pupils take their …
10. Pupils obtaining at least 5 passes at GCSE can then …
301
 11. A-level examination is used as an entrance qualification for …
12. Two-thirds of British pupils …
13. About 15% of British pupils leave school with …
14. Higher education in the UK is provided by …
15. All students on full-time courses receive …

Exercise III. Match the words on the left with their synonyms on
the right (a-h):

1) accept a) come near to

2) course b) programme
3) provide c) obtain
4) receive d) graduate from
5) approach e) admit
6) complete f) give
7) concise g) specialization
8) enter h) obligatory
9) compulsory i) grade
10) major j) optional course
11) mark k) join
12) minor l) brief

Exercise IV. Supply the correct word from the box for each space
in the sentences given below:

secondary, country, have, called, chose, besides, be, pupils,

learn, private, brought, were, schools, government, thought

1. Before the 1960-s there _____ two main kinds of state secon-
dary schools in Britain: «grammar» schools and «secondary modern»
schools.
2. The grammar _____ were for the most intelligent children.
3. Many people _____ that this system was unfair.
4. During the 1960s and 1970s the _____ decided to join the
grammar and secondary modern schools.
5. The new schools were _____ «comprehensive».
6. More than 80 per cent of the state _____ schools in Britain are
now comprehensive.
7. Everyone hoped that comprehensive schools would _____ the
answer to the nation’s education problems.

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 8. They hoped that children would do better if they _____ from
many different subjects.
9. They believed that the not-so-clever would _____ more when
working with the clever.
10. They thought that a more practical education would give the
_____ better scientists and businessmen.
11. The new schools _____ new problems.
12. _____ the state schools there are about 500 private schools.
13. _____ going on to higher education or professional training usu-
ally take «A» level examination in 2 or 3 subjects.
14. _____ schools are very expensive.
15. Nearly all private schools _____ good social status.

Exercise V. Make up sentences of your own with the words given

below:

1. Universities, students, the basis, «A» level results.

2. Courses, study, three years of full-time study.
3. There, various, degrees, including, Doctor of Philosophy.
4. Degrees, award, the institution, the Council for National Aca-
demic Awards.
5. At present, students, accept, universities, receive a grant, cover.
6. System of loans, introduce.

Exercise VI. Make up questions to which the following state-

ments will be the answers:

1. More than 80 per cent of the state secondary schools in Britain

are comprehensive.
2. Some private schools give a very good academic education,
some do not.
3. School-leavers without jobs get no money from the government
unless they join a youth training scheme which provides a living al-
lowance during 2 years of work experience.
4. There are 47 universities in Britain and 30 polytechnics, plus
350 colleges and institutes of higher education.
5. Courses of study normally take 3 years of full-time study.
6. They lead in most cases to a Bachelor’s degree in Arts or Science.
7. A grant covers the cost of course and may cover living ex-
penses, books and travel.
8. Until 1990 the grant did not have to be paid back, but now sys-
tem of loans has been introduced.

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 Exercise VII. Answer the questions. Begin your answers with:

I suppose… Actually …
I believe … As a matter of fact …
As far as I know … Frankly/strictly speaking …
As a rule … To tell the truth …
That depends …

1. What are we told in the text about the following:

a) private schools;
b) the recently introduced National Curriculum;
c) the requirements for candidates to get into a university?
2. Do we know:
a) how many private schools there are in Great Britain;
b) when a compulsory National Curriculum which applies to all
children of compulsory school age in state was introduced;
c) how many passes at GCSE pupils are to obtain to be able to
specialize in 2 or 3 subjects;
d) what courses colleges tend to provide;
e) what all students on full-time courses receive from the govern-
ment?

Exercise VIII. Agree or disagree with the statements. Give your

reason. The following phrases may be helpful:

(Not) quite so … I don’t think so …

I fully agree with … On the contrary …
I’m of the same opinion … I can’t agree …
I should say it’s only partly true … I shouldn’t say so …
That depends …

1. The vast majority of pupils attend public schools.

2. State schools are cheap.
3. Higher education in the UK is provided by private schools.
4. In England schooling is compulsory for children of 5 to 16 years
of age.
5. A child must pay fees to attend a school provided by the public
authority.
6. At the age of 4 children go to infant schools. At this age educa-
tion becomes compulsory.
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 7. Nowadays most of the secondary schools in Great Britain have
gone over to the comprehensive system.
8. In these schools children are separated according to their sup-
posed intelligence.

Exercise IX. Translate into English:

1. Освіта обов’язкова в Об’єднаному Королівстві для дітей ві-

ком від 5 до 16 років, хоча багато середніх шкіл продовжують
надавати освіту до 18 років.
2. Державні школи безкоштовні, включаючи всі підручники та
зошити.
3. Не існує встановленого законом віку, в якому учні перехо-
дять із початкової школи до середньої, але діти звичайно зали-
шаються в початковій школі до 11-річного віку.
4. Дві третини британських учнів закінчують школу в 16 років.
5. Вища освіта в Британії забезпечується університетами і ря-
дом різноманітних коледжів, які фінансуються державою.
6. Університети Великобританії користуються повною академі-
чною свободою, обираючи власний штат і вирішуючи, яких студе-
нтів приймати, чому і як навчати і які ступені присуджувати.
7. Існує два різних види післядипломних курсів — на ступінь
магістра (магістр гуманітарних чи точних наук), що продовжу-
ється 1 чи 2 роки, і на вищий ступінь доктора філософії протягом
2 чи 3 років.

Exercise X. Act as an interpreter:

Dialogue А

A.: Which 2 main types of state schools were there in Great Britain?
B.: До 60-х років існували 2 основних види державних середніх
шкіл у Британії: класичні школи і середні сучасні школи.
A.: Why was this system unfair?
B.: Класичні школи були для найбільш розумних дітей, а сере-
дні сучасні школи були для менш розумних. Ось чому бага-
то людей вважали, що ця система несправедлива.
A.: What kind of schools comprise 80% nowadays?
B.: Більше ніж 80 відсотків державних середніх шкіл у Британії
загальноосвітні.

305
A.: What was the idea of comprehensive schools?
B.: Усі сподівалися, що діти вчитимуться краще, якщо вибира-
тимуть з багатьох різних предметів. Вони вважали, що не
такі розумні вивчать більше, працюючи з розумними. Вони
думали, що більш практична освіта дасть країні кращих
учених та ділових людей.
A.: Were the results always good?
B.: Не всі були задоволені результатами. Нові школи принесли
нові проблеми. Деякі школи скоро набули поганої репутації.
На початок 80-х років багато загальноосвітніх шкіл працю-
вали краще. І студенти, і викладачі звикли до нової системи.
A.: How many private schools are there in Great Britain?
B.: Існує близько 500 приватних шкіл у Британії.
A.: Do private schools give a good education?
B.: Деякі приватні школи дають дуже гарну освіту, деякі — ні.
Проте, майже всі приватні школи мають дуже гарний соціа-
льний статус.

Dialogue В

A.: Які вищі учбові заклади існують у Великобританії?

B.: There are forty seven universities in Britain plus 350 colleges
and institutes of higher education.
A.: Скільки часу звичайно продовжується курс навчання?
B.: The course of study normally takes three years of a full-time
study, although a number of subjects take longer, including
medicine, architecture and foreign languages (where courses in-
clude a year abroad).
A.: До якого ступеню він призводить?
B.: It leads in most cases to a Bachelor’s degree in Arts or Science.
A.: Які затрати може покривати стипендія? Чи слід виплачува-
ти стипендію?
B.: At present students who have been accepted by universities or
other institutions of higher education receive a grant from local
authority which covers the cost of the course and may cover
living expenses, books and travel, although parents with higher
income are expected to make a contribution. Until 1990 the
grant did not have to be paid back, but now a system of loans
has been introduced.
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 Dialogue С

A.: Хто такий наставник?

B.: Він планує вашу роботу, пропонує книги, які вам слід про-
читати і дає завдання. Кожний студент має наставника і як
тільки він прибуває до Оксфорду, найперше, що він робить
— це знайомиться з наставником.
A.: Чи наставник також читає лекції?
B.: Так, він може.
A.: Але чи не професори читають лекції?
B.: Так, хоча професори не читають дуже багато лекцій. Часто
вони призначаються не стільки для того, щоб виконувати
роботу викладача, скільки для наукових досліджень.
A.: Чи можете ви відвідати будь-яку лекцію незалежно від того
читається вона наставником чи професором вашого коле-
джу?
B.: Так, лекції організуються не коледжем, а університетом,
оскільки всі студенти є членами коледжу і університету.
A.: Ви сказали, що «лекції організуються не коледжем, а уні-
верситетом». Де університет?
B.: Можливо, це прозвучить досить дивним, але насправді не-
має ніякого університету в Оксфорді, як, наприклад, у Ман-
честері чи Брістолі, чи в Единбурзі. Оксфорд (як і Кембри-
дж) — це набір коледжів, кожен з яких незалежний.
«Університет» — просто адміністративний орган, який ор-
ганізує лекції, проводить іспити, присуджує ступені і т.п.

Dialogue D

Complete the open dialogue:

A.: When does the spring term begin?

B.: ……………………………………………
A.: When is it over?
B.: ……………………………………………
A.: How long does it last?
B.: ……………………………………………
A.: Is this term long or short?

307
B.: ……………………………………………
A.: When do the examinations take place?
B.: ……………………………………………
A.: When do the summer holidays begin?
B.: ……………………………………………
A.: How long do they last?
B.: ……………………………………………
A.: Are you busy or free during the academic year?
B.: ……………………………………………

E. Role play

Student A:

You organize homestay and study programmes in the UK. This

year you have arranged the following summer programme:
Stay with an English family in beautiful Brighton and learn Eng-
lish at the Anglo Academy for 3 hours each morning from Monday
to Friday. Accommodation with breakfast and evening meal will be
provided in a convenient location. You will have your own room and
door key. At school you will study practical English in small classes
(maximum 10 students) and make friends from all over the world. At
the end of the course you will receive a certificate of graduation
(there are no exams!) Afternoons and evenings will be free for
swimming, shopping, sightseeing, etc. but weekend excursions to lo-
cal places of interest (museums, theatres, etc.) are planned. The total
charge, including tuition, accommodation and meals for 1 month is
320 pounds. Transportation to and from Brighton is not included.
Someone is going to telephone for information about the pro-
gramme. Answer his/her questions and try to persuade him/her to join.

Begin like this: Good morning. Homestay International

Useful language: This programme is just right for you.
I’m sure you will enjoy it.
The classes are very interesting.

Student B.:

You are planning to stay with an English family and study English
at a language school for 2 months. Telephone to find out:

308
 Homestay School
cost cost
includes meals? hours per week and length of course
type of family size of classes
sharing room type of English taught
location any exams?
own key social and cultural activities
graduation certificates

Begin like this: Good morning. I’m calling about your English
Homestay and Study Programme. Could you tell
me …
Useful language: Well, I think that’s all.
I’ll think it over and let you know if I decide to go.
Thank you very much.
Goodbye.

PART II
PATTY SPEAKS ABOUT HER UNIVERSITY

(Patty’s native town is Manchester. But now she is living and studying
at Newcastle University. It’s in Scotland. Patty enjoys living and
studying there.)

The University is situated as one student has put it ‘in a city that
you will never forget...’. The greatest advertisement for Newcastle is
the number or people who, having come from all parts of the United
Kingdom to study here, get so attached to the area that they wish to
stay on and work here too.
The University is one of the largest in the country — the full-time
students alone number nearly 8,000.
There are four faculties at the University which train specialists in
Arts and Design, Languages and History, Economics, Management,
Business Administration and Accountancy, Electrical and Electronic
Engineering.
The University pays careful attention to the fact that it is a com-
munity of individual people and is proud of the personal attention it
gives to each student. Every student has a personal tutor, usually a
lecturer on the course — and this makes a good basis for discussing

309
progress with studies as well as other general and personal matters.
Your Personal Tutor can help smooth the transition from home and
school life into that of a student in higher education.
The University runs an extensive Accommodation Service offering
all students — particularly newcomers — help and information.
Around 1,100 full-time students are housed in the University’s
own halls of residence where most of the places are reserved for first-
year students. Those who fail to find a place in halls usually live in
shared flats and houses found with the help of the Accommodation
Officer. In addition, the University now leases flats and houses from
private owners.
An especially important resource for students is the library and our
University boasts one of the best libraries of any higher education in-
stitution in the country. As well as 1,200 study places and half a mil-
lion books the library offers film, video, and audio tapes, records,
tape/slide programmes, periodicals and access to computerised data
bases.
The newcomer to the University will want to seek out its recrea-
tional and sports facilities. The Students’ Union offers a wide variety
of clubs and societies: political, social, sports and others. It also pro-
vides discos and concerts. Sports facilities include squash courts,
sports, halls, tennis courts, soccer, rugby, hockey pitches, cricket
wickets, the nearby City Pool and many others. The Students’ Union
also runs a building on the city centre campus with a ballroom, three
bars, a shop, a refectory and television rooms.
If you want to get a great speciality and enjoy your higher school
years, join us.

Exercise I. Read, translate and learn the following definitions:

Assessment — is the means of measuring performance by

way of examinations, tests or classwork mark-
ing.
Banding — is the division of school pupils into broad
streams by ability used internally by some
schools as a means of avoiding groups of very
wide mixed ability.
Credits — is the system whereby a qualification from
one institution is accepted by another.
Further education — are colleges for students over school-leaving
colleges age which provide courses of a vocational or
pre-vocational nature.

310
Higher education — is education beyond the age of 18 leading to
a degree or similar qualification, provided in the
UK in universities, polytechnics, and colleges of
higher education, and by distance learning
through the Open University.
Open University — is an institution established to enable mature
students without qualification to study to degree
level without regular attendance.

Exercise II. Read the sentences and find the equivalents of the
Ukrainian words in the box:

Учні; вимагають; можуть обрати; ці предмети; не одер-

жують гроші від уряду; освітня молодіжна програма; гро-
шова допомога; на основі результатів іспитів на отримання
шкільного атестату просунутого рівня; навчання протягом
повного робочого дня; ступінь бакалавра гуманітарних або
математичних наук; доктор філософії; можуть отримати
кваліфікацію

1. Pupils going to higher education or professional training usually

take «A» level examination in 2 or 3 subjects.
2. These require two more years of study after GCSE, either in the
sixth form of a secondary school or in a separate sixth-form college.
3. Other pupils may choose vocational subjects such as catering,
tourism, secretarial or building skills.
4. The courses in these subjects are run at colleges of higher edu-
cation.
5. School-leavers without jobs get no money from the government
unless they join a youth training scheme, which provides a living al-
lowance during 2 years of work experience.
6. Universities accept students on the basis of their «A» level re-
sults.
7. Courses of study normally take 3 years of full-time study.
8. They lead in most cases to a Bachelor’s degree in Arts or Sci-
ence.
9. There are various post-graduate degrees, including Master and
Doctor of Philosophy.
10. Students of law, architecture and some other professions can
take qualifications awarded by their own professional bodies.

311
 Exercise III. Match left and right:

1) graduate from a) a solution

2) complete b) a degree
3) receive c) a grant
4) take d) exams
5) pass e) freedom
6) start f) a course
7) enjoy g) university
8) obtain h) a programme
9) cover i) expenses

Exercise IV. Complete the sentences by filling in the following

table. Connect the figures (1-10) with the letters (a-j):

1) There is a considerable … a) academic freedom.

2) In addition to universities b) part-time.
there are also …
3) Colleges of technology, art, c) only a limited number of places
etc. tend to … available.
4) Some of these courses are d) polytechnics and a series of as-
… sisted colleges.
5) All students on full-time e) receive grants.
courses …
6) Universities in Britain enjoy
f) provide more work-oriented
complete … courses than universities.
7) They are mainly … g) apply to take a further degree or
course.
8) There is no automatic ad- h) government-funded.
mission to university as there
are …
9) Candidates are accepted on i) their A-level results.
the basis of …
10) Students who obtain their j) choice of post-school education
Bachelor degree can … in Britain.

Exercise V. Make up questions to which the following statements

will be the answers:

1. The University is situated in Newcastle.

2. The University is one of the largest in the country — the full-
time students alone number nearly 8,000.

312
 3. Your Personal Tutor can help smooth the transition from home
and school life into that of a student in higher education.
4. The University now leases flats and houses from private owners.
5. Sports facilities include squash courts, sports halls, tennis
courts, soccer, rugby, pitches.

Exercise VI. Agree or disagree with the statements. Give your

reasons. The following phrases may be helpful:

(Not) quite so … I don’t think so …

I fully agree with … On the contrary …
I’m of the same opinion … I can’t agree …
I should say it’s only partly true … I shouldn’t say so …
That depends …

1. At Newcastle University every student has a personal computer.

2. Students who fail to find a place in the University’s own halls of
residence usually live in hotels.
3. The newcomer to the University will want to seek out the vari-
ety of courses offered by the University.
4. There are 4 faculties at Newcastle University which train spe-
cialists in Arts and Design, Languages and History, Economics, Man-
agement and Accountancy, Electrical and Electronic Engineering.
5. Less than 1000 full-time students are housed in the University’s
own halls of residence where most of the places are reserved for sec-
ond-year students.
6. The Students’ Union runs a building on the city centre campus
with 3 ballrooms, a bar, 2 shops, a refectory and television rooms.

Exercise VII. Answer the questions. Begin your answers with:

I suppose… Actually …
I believe … As a matter of fact …
As far as I know … Frankly/strictly speaking …
As a rule … To tell the truth …
That depends …

1. What are we told in the text about the following?

a) personal attention given to each student
b) recreational and sports facilities
c) Accommodation Service run by the University

313
 2. Do we know:
a) where the University is situated?
b) how many full-time students it numbers?
c) how large the teaching staff is?
d) what specialists the University trains?
e) what resources the library offers?
3. Compare Newcastle University and your university.

Exercise VIII. Translate into English:

1. Студенти групи з англійської мови досягли досить гарних

результатів на кінець семестру.
2. Він одержав дуже високі оцінки з економіки.
3. Перші 2 роки студенти виконують основну програму. Ко-
жен студент повинен вибрати щонайменше один курс з кожного з
основних предметів — англійська мова, природні науки, сучасні
мови та історія.
4. « Як Ваша дочка?»
«Добре, дякую. Вона щойно закінчила середню школу з від-
знакою.»
«Що вона планує робити?»
«Вона ще не вирішила.»
5. Мій син старанно працює з того часу як не склав 2 іспити.
Він змушений буде складати їх наступного тижня.
6. «Пол! Цілу вічність тебе не бачила! Де ти був увесь цей час?»
«Я був зайнятий готуючись до випускних іспитів.»

Exercise IX. Render into English:

МАТЕМАТИЧНА РОЗМИНКА
НА УРОЦІ... ФІЗКУЛЬТУРИ

Віднедавна кожен урок у 9-х—10-х класах деяких шкіл Вели-

кобританії, чи це історія, географія або фізкультура, розпочина-
ється з математичної розминки. Протягом кількох хвилин учні
напружено вираховують тривалість царювання російських мона-
рхів, відсоткове співвідношення міського та сільського населення
Японії, середню довжину кроку під час бігу на різні дистанції. І
все це не для кращого знання кожного конкретного предмета, а
щоб успішно пройти тест з математики. Причому в хороших ре-
зультатах цього тестування вчителі інколи зацікавлені навіть бі-
314
льше, ніж самі учні. Адже коли загальношкільні показники з ма-
тематики перевищать визначений місцевою владою поріг, кожен
учитель, у тому числі й викладач фізкультури, отримає додатко-
вий бонус на півтори тисячі фунтів на рік. Втім, матеріальне сти-
мулювання передбачене також і для учнів. Приміром, ті з них, чиї
результати тестування значно переважають середні по округу,
отримують спеціальні ідентифікаційні карти з золотими, срібни-
ми чи білими знаками відмінності, які дають їм право на отри-
мання знижки в деяких найкрутіших магазинах чи на безкоштов-
ні додаткові порції в піцеріях системи Ci Ci’s Pizza.
Цей експеримент, запланований ще три роки тому, схоже, до-
поможе знайти оптимальний компроміс між вимогою громадсь-
кості поставити заробітну плату вчителів у залежність від успіш-
ності учнів і прагненням представників профспілок усунути
фінансову дискримінацію вчителів шкіл у бідних районах, де по-
казники успішності значно нижчі за середні. Звичайно, потрапи-
ти вперше до списку «успішних» шкіл буде легше саме школам,
розміщеним у престижних районах. Проте для того, щоб зберегти
право на бонус наступного року, школа має продемонструвати
хоча б мінімальний прогрес, порівняно з результатами тестуван-
ня. І тут уже залежність результатів від педагогічної майстернос-
ті вчителів і від старанності учнів простежуватиметься чіткіше.
Учителі з великим зацікавленням сприйняли цей експеримент.
Щоправда, найменший ентузіазм при цьому проявили саме ви-
кладачі математики, яким довелося занадто багато зусиль докла-
сти, аби навчити інших учителів вираховувати відсоткові спів-
відношення.

315
 Unit

PART I
EDUCATION IN THE USA

Every American is entitled to an education. School attendance is

compulsory for all children. Students attend school five to seven hours
a day, five days a week for nine months each year, from September to
June. Public education from kindergarten through grade 12 is tax-
supported; no tuition is required.
About 85 per cent of American children attend public schools. The
other 15 per cent choose to pay tuition to attend private schools. Most
private schools are run by religious organizations and generally in-
clude religious instruction. Since 1940, the education system in the
United States has made significant advances in educating an ever
greater proportion of the population.
Educational opportunities in the United States are highly varied.
High school students at the same grade level do not take the same
courses. Students who do not plan to go to college may be enrolled in
classes such as basic accounting, typing, or agricultural science, along
with «core» curriculum courses such as mathematics, social studies,
science, and English. College-bound students may be enrolled in col-
lege-preparatory courses such as chemistry, political science, or ad-
vanced writing.
Which courses a student takes depends on his or her abilities and
future goals, but also on the particular course offerings of the school.
Some elementary schools offer computer and foreign language
courses. Courses in scuba diving or Russian are available at some high
schools.
In higher education, the wide variety of degree programs is re-
markable. Besides colleges and universities, which offer degrees in
traditional fields of scholarship, there are also small arts colleges,
which grant degrees to students who concentrate in specialized fields
such as ballet, film-making, and even circus performing.

316
 Besides the diversified course offerings at all levels, variety also
exists in schools’ academic standards and reputations. The standards
students must meet to attain a high school diploma are rigorous in
some schools and lax in others. The same is true for college admis-
sion standards. Highly reputable colleges such as Harvard and Yale
accept only students of exceptional ability. At the other end of the
spectrum are less desirable institutions, sometimes negatively re-
ferred to as «degree factories» which accept practically any high
school graduate.
The main reason for such diversity in course offerings and stan-
dards is that there is no national education system in the United States.
In public schools, decisions about school curriculum, teacher certifi-
cation, and student achievement standards are made by boards of edu-
cation at the state and/or district level. Spending for public education
is also determined by state and local education leaders.
Accordingly, education standards and requirements differ from
state to state.
Although there is no national curriculum, certain subjects are gen-
erally taught in all public school systems across the country. Almost
every elementary school instructs children in penmanship, science,
mathematics, music, art, physical education, language arts (which in-
cludes reading, writing, and grammar), and social studies (which in-
cludes geography, history, and citizenship).
Most secondary schools require students to take English, mathe-
matics, science, social studies, and physical education. In addition to
this «core» curriculum, students choose «elective» courses in their ar-
eas of interest.

Vocabulary notes

to be entitled to smth мати право на щось

to attend school відвідувати школу
attendance відвідування
to require вимагати, потребувати
to run керувати
significant важливий; Syn. important
to make advances in іти на зустріч (у чомусь)
varied різноманітний
high school середня школа
grade 1) Амер. клас; 2) Амер. оцінка

317
grade school (= the grades) Амер. початкова школа
to enroll вносити до списку (учнів і т.п.), реєстру-
вати
college Амер. університет
college-bound студенти, які вирішили вступати до уні-
students верситету
college preparatory підготовчі курси університету
courses
scuba (Скор. від — self-contained underwater
breathing apparatus) дихальний апарат для
плавання під водою, акваланг
scholarship 1) ерудиція, освіченість; 2) стипендія
to grant degree присвоювати (надавати) ступінь, звання
to meet standards відповідати нормам, стандартам
to attain a diploma отримати диплом
rigorous суворий
require v. 1) наказувати, вимагати; you are re-
quired to go there — вам наказано відпра-
витися туди; 2) відчувати потребу (в чо-
мусь) — it requires careful consideration —
це потребує ретельного розгляду
required a. необхідний, обов’язковий; required stud-
ies — Амер. обов’язкові курси
requirement 1) вимога, необхідна умова; what are his re-
quirements? — які його умови?; 2) потреба
instruct v. 1) вчити, навчати (in); 2) інструктува-
ти; 3) інформувати, повідомляти; 4) від-
давати наказ
instruction n. 1) навчання (in); 2) інструктаж; 3) ди-
ректива; Pl. вказівки, інструкції; 4) under
the instructions — за дорученням; 5) Амер.
наказ (делегатам) голосувати за певного
кандидата
instructional навчальний; an instructional film — навча-
льний фільм
instructive повчальний
instructor (жін. рід — instructress) 1) інструктор, ке-
рівник; 2) викладач, учитель; 3) Амер. ви-
кладач вищого учбового закладу
318
 Exercise I. Match the words from the text with their corre-
sponding definitions on the right:

1) advance a) a person who is studying for a degree, diploma at

2) educate a university or some other place of higher education
3) proportion b) of different sorts
4) population c) people who live in an area, a city, a country
5) opportunity d) series of lessons, lectures
6) varied e) forward movement, progress
7) student f) train the mind and character of smb.; teach smb.
8) course g) comparative part or share of a whole
h) favourable time; occasion or set of circumstances

Exercise II. Complete the following sentences:

1. Every American is entitled to …

2. School attendance is …
3. Students attend school five to seven …
4. Public education from kindergarten through grade 12 is …
5. About 85 per cent of American children attend …
6. The other per cent choose to pay tuition to …
7. Most private schools are run by religious organizations and gen-
erally include …
8. The education system in the United States has made significant …
9. High school students at the same grade level do not take …
10. Students who do not plan to go to college may be enrolled in
classes such as basic accounting, typing or agricultural science along
with …
11. Which courses a student takes depends on …
12. In higher education the wide variety of degree programs is …
13. Besides colleges and universities there are also small arts col-
leges which grant degrees to students who …
14. The standards students must meet to attain a high school di-
ploma are …
15. The main reason for diversity in course offerings and standards is …

Exercise III. Match left and right:

1) public a) region
2) decision b) criterion
3) teacher c) resolution
4) standard d) definite

319
 5) education e) settle
6) district f) chief
7) determine g) training
8) leader h) demand
9) requirement i) free
10) certain j) instructor

Exercise IV. Supply the correct words from the box for each
space in the sentences given below:

Federal; institutions; first; teach; control; are; elected; debated;

programs; willing

1. There _____ two significant influences on American education

which give it its present character, its size and its great variety at all
levels.
2. The _____ influence is legal, or governmental. The second is
cultural.
3. Although there is a _____ Department of Education, its function
is merely to gather information, to advise and to help to finance cer-
tain educational programs.
4. State constitutions give the actual administrative _____ of the
public schools to the local communities.
5. The public schools must represent local wishes and educational
interests and those who administer the schools are _____ by the com-
munity.
6. The question whether private schools, church supported or not,
should receive public money is still hotly _____ in the US.
7. Two Supreme Court decisions have prohibited public school
teachers from going into private religious schools to _____ courses
with funds supplied by public sources.
8. Communities and states that are able or _____ to pay more for
schools, buildings, materials and teachers almost always have better
educational systems than those that cannot or do not.
9. There is much opportunity to experiment and to fit _____ to lo-
cal wishes and needs.
10. States with strong technological interests will often give much
support to technological and scientific research _____.
320
 Exercise V. Make up sentences of your own with the words given
below:

set basic requirements; administer schools; determine standards;

admission/graduation requirements; certify; meet certain standards;
tuition fees; enroll in; academic achievements; social/political back-
ground; better oneself; easy access to; repeat courses; make up failed
courses; take extra courses.

Exercise VI. Make up questions to which the following state-

ments will be the answers:

1. About 85 per cent of American children attend public schools.

2. Most private schools are run by religious organizations.
3. High school students at the same grade level do not take the
same courses.
4. College-bound students may be enrolled in college-preparatory
courses such as chemistry, political science.
5. Besides colleges and universities, which offer degrees in tradi-
tional fields of scholarship, there are also small arts colleges.
6. Small arts colleges grant degrees to students who concentrate in
specialized fields such as ballet, film-making, and even circus per-
forming.
7. Besides the diversified course offerings at all levels, variety also
exists in schools’ academic standards and reputations.
8. Highly reputable colleges such as Harvard and Yale accept only
students of exceptional abilities.

Exercise VII. Answer the questions. Begin your answers with:

I suppose… Actually …
I believe … As a matter of fact …
As far as I know … Frankly/strictly speaking …
As a rule … To tell the truth …
That depends …

1. Is school attendance compulsory for all children in the USA?

2. What do you know about public education in this country?
3. About 85 per cent of American schoolchildren attend public
schools. What schools do the other 15 per cent attend?
4. What organizations are most private schools run by?
321
 5. What can you say about educational opportunities in the United
States?
6. Do high school students at the same grade level take the same
courses?
7. Which classes may students who do not plan to go to college be
enrolled in?
8. Which courses may college-bound students be enrolled in?
9. What does a student’s decision on which courses to take depend on?
10. Who do highly reputable colleges accept?
11. Which institutions accept practically any high school graduate?
12. Is there a national education system in the United States?
13. Who makes decisions about school curriculum, teacher certifi-
cation and student achievement standards in public schools?
14. Do education standards and requirements differ from state to state?
15. What tasks do schools have?

Exercise VIII. Agree or disagree with the statements. Give your

reason. The following phrases may be helpful:

(Not) quite so … I don’t think so …

I fully agree with … On the contrary …
I’m of the same opinion … I can’t agree …
I should say it’s only partly true … I shouldn’t say so …
That depends …

1. 3 per cent of all seven-year-olds in the United States are func-

tionally illiterate.
2. Average achievement of high school students on most stan-
dardized tests is lower than in the mid-1950s.
3. The challenge for American education today is to improve the
quality of learning.
4. Private schools in the USA are free, i.e. no tuition is required.
5. The education system in the United States has made significant
advances in educating the population.
6. Which courses a student takes depends only on his or her abili-
ties and future goals.
Exercise IX. Translate into English:
Усі університети в Сполучених Штатах можна розділити на 2
основні типи в залежності від джерел їх фінансової підтримки.
Перший тип — це державні університети. Вони фінансуються
322
державою, штатом чи містом. Тому вони не є цілком незалежни-
ми, і влада країни, штату чи міста має деякий вплив на політику
університету, організацію оплати і т.п. Жодний університет не
фінансується тільки з одного джерела. Другий тип — приватні
університети. Вони керуються своїми власними повністю неза-
лежними радами попечителів. Джерела фінансової підтримки за-
безпечуються різними групами чи організаціями і окремими осо-
бами.

Exercise X. Act as an interpreter:

Dialogue А

Q.: Alan, which high school do you attend?

A.: Я відвідую середню школу в Куінсі, Іллінойс. Я там вже 4
роки і зараз навчаюся в 12-му класі.
Q.: What are the subjects required in your four years of high
school?
A.: За 4 роки середньої школи я маю отримати 20 заліків: один
— з математики, три — з історії, три — з англійської мови,
чотири — з фізичного виховання і гігієни і написати курсо-
ву роботу, яка додається до 12 заліків. Інші 8 були факуль-
тативними, і я міг займатися додатково будь-яким предме-
том, наприклад, математикою, історією, або вивчати інші
предмети, такі як психологія чи комп’ютери.
Q.: And what are your subjects now?
A.: Мої предмети зараз — це математика, англійська, німецька
мови, комп’ютери, право і 1 година на фізичне виховання.
Але я займаюсь легкою атлетикою після школи і тому за-
мість фізкультури вчуся в читальному залі. Крім спорту є та-
кож декілька інших занять після школи, наприклад, оркестр,
драматичний гурток, театр, шаховий клуб, багато інших гур-
тків, таких як вивчення німецької і іспанської мов і т.п.
Q.: What does your schedule look like?
A.: Я відвідую школу щодня з 7.30 до 2.20 і за цей час маю 6
годин занять і 30-хвилинну перерву на обід. Після кожного
уроку в мене 5-хвилинні перерви.
Q.: Can you tell me anything about the tests and examinations at
your school?

323
A.: У нас багато різних видів тестів. Звичайно, це контрольні
есе, тести множинного вибору. Потім є інші тести, напри-
клад, опитування і усні іспити, такі як звіти про прочитану
книгу, доповіді і таке інше.
Q.: What about homework?
A.: По-різному, в залежності від викладача. Деякі викладачі
люблять задавати багато домашньої роботи, а інші так бага-
то не задають. Це просто залежить від їх стилю викладання.
Q.: How do teachers evaluate the performance of students?
A.: Звичайно викладач оцінює знання за допомогою письмових
тестів, що складають 50 відсотків оцінки, усних тестів і
опитування — 40 відсотків і домашня робота — 10 відсот-
ків. А потім звичайно ми пишемо велику роботу двічі на
рік, яка називається семестрова робота, і це також додаєть-
ся до оцінки.
Q.: Is there a strict code of conduct at your school?
A.: Кожен студент отримує детальну книгу студента, у якій мі-
стяться права і обов’язки, які регулюють паління, мову, що
можна і не можна приносити до школи, наприклад, радіо чи
зброю, чи наркотики. Є також правила, що стосуються від-
сутності і запізнення на заняття і покарання, такі як затри-
мання після уроків, виключення з школи. Я знаю, ці прави-
ла здаються справді суворими, але у більшості випадків
вони справедливі. І атмосфера не така погана, як здається.
Це не в’язниця. Атмосфера насправді досить дружелюбна.
Q.: What part of the school life at Quincy would you be critical of?
A.: Взагалі, я дуже люблю свою школу, і якщо б я міг змінити
щось, це імовірно було б перерви між уроками. Думаю, во-
ни надто короткі. 5 хвилин — недостатній час, щоб перейти
з одного класу в інший.
Q.: What do you like best about your school?
A.: Найбільше мені подобаються викладачі. Вони гарні вчителі,
і з ними легко спілкуватися. Мені також подобається те, що
Куінсі — більша школа, тому що дає мені більше можливо-
стей у спорті і предметах, які я можу вивчати.

Dialogue В

A.: Чи є освіта обов’язковою в США?

B.: Yes. All states require every boy and girl to go to school starting
with the age of 6.

324
A.: А як щодо вищої освіти? Чи це дорого?
B.: Rather. Many students receive financial support from parents or
relatives.
A.: Чи можуть студенти навчатися в університеті безкоштовно?
B.: Everyone must pay a tuition fee. The amount varies from state
to state. This creates a financial hardship for some people. How-
ever, each university offers a number of scholarships to deserv-
ing students.
A.: Стипендія надається тільки університетами?
B.: Not really. Scholarships come from different sources: private com-
panies, state authorities, US Army, different funds, and churches.
Some people can even get their scholarships for athletic abilities.
You have to compete to get your scholarship. You must do well,
excel in something, show superior academic achievement.

Dialogue С

A.: Хто відповідає за освіту в США?

B.: Освіта не згадується в Конституції, а також не існує феде-
рального департаменту освіти, тому за це відповідають
окремі штати.
A.: У якому віці діти йдуть до початкової школи?
B.: У шестирічному віці. Перший рік початкової школи назива-
ється перший клас. У початковій школі діти набувають на-
вичок читання, письма, мовлення і арифметики, хоча голо-
вним принципом усієї американської шкільної системи є те,
що дітям слід допомагати і заохочувати їх до розвитку своїх
власних інтересів.
A.: Який вид школи слідує за початковою і в якому віці?
B.: Діти переходять до середньої школи в 9-му класі, де продо-
вжують вчитися до 12 класу.
A.: Хто вирішує, які предмети вивчають учні?
B.: Місцева шкільна рада вирішує, які курси є обов’язковими.
A.: Що необхідно для отримання диплому про середню освіту?
B.: Щоб отримати диплом про середню освіту, необхідний у
більшості штатів для вступу до університету, студенти по-
винні скласти мінімальну кількість заліків, які виставля-
ються за успішне завершення кожного однорічного чи пів-
річного курсу.

325
 Dialogue D

Complete the open dialogue:

Brown: Do your children go to school?

Jones: My son is … and my daughter goes to …
Brown: Does your son know what he wants to major in?
Jones: Not for sure. He hasn’t made up his mind yet, but …
Brown: That’s a very good career for a boy.
Jones: Perhaps it is. I wanted him to be a lawyer but …
Brown: Let’s hope he’ll be a good engineer.

E. Compose your own dialogues

You are preparing a TV programme for school graduates who are

going to continue their education. Interview rectors of several univer-
sities/academies.

PART II
HIGHER EDUCATION IN THE USA

The American ideal of mass education for all is matched by an

awareness that America also needs highly trained specialists. In higher
education, therefore, and especially at the undergraduate schools
(those following the first four years of college), the U.S. has an
extremely competitive and highly selective system. This advanced
university system has become widely imitated internationally, and it is
also the one most sought after by foreign students.
While the American education system might pull off selecting
students until much later than do other systems, it does nonetheless
select. And it becomes increasingly selective the higher the level.
Moreover, because each university generally sets its own admission
standards, the best universities are also the most difficult to get into.
Some universities are very selective even at the undergraduate or
beginning level.
It is interesting to note that 70 per cent of those who were accepted
had attended public — not private — schools. Many state-supported
universities also have fairly rigid admission requirements.

326
 Admission to law or medical schools and other graduate programs
has always been highly selective. It is true, as often stated, that
children who wish someday to go to one of the better universities start
working for this goal in elementary school.
Those children who have attended better schools, or who come
from families with better educated parents, often have an advantage
over those who do not. This remains a problem in the U.S., where
equality of opportunities is a central cultural goal. Not surprisingly,
the members of racial minorities are the most deprived in this respect.
The number of students who fail to complete high school, too, is
much larger among minority groups. Many different programs aimed
at improving educational opportunities among minority groups exist at
all levels — local, state, and federal. They have met with some, even
if moderate, success.
Junior Colleges
Organizationally, these institutions of higher education offer two-
year programs beyond the secondary school level. Courses are divided
into two programs one leading to a transfer to a four-year college at
the end of two years, the other intended to be terminal at the comple-
tion of the junior college, usually leading to a profession (shop work,
office work, etc.).
Colleges of Liberal Arts.
Generally they offer four years of work beyond the secondary
school level. Their programs are aimed at providing a broad educa-
tional base in philosophy, science, and culture.
Course work is often organized so that students may choose from
many different areas of knowledge with some specialization or con-
centration in one particular field during the third year of the program.
Some of these colleges are private, others are run by the state.
Specialized Institutions.
Usually, institutes of technology, teacher training colleges, art
schools, and other specialized institutions emphasize intensive con-
centration in a specialty as contrasted with the broad range of liberal
arts colleges. The course of study typically emphasizes technical, sci-
entific, or engineering aspects of knowledge in the field. Today, the
educational programs of some specialized institutions are broader and
more comprehensive. In fact, some of them have changed their names,
aims and programs to fit a university type of organization.
University.
An American university, having the most complex organization of
all American institutions of higher education, consists of a number of
schools and colleges at both levels:

327
 the undergraduate school and the graduate school. These are
grouped together in one educational system.
A distinctive feature of American universities is the separation of
graduate from undergraduate education. Often, a university will have
more students working towards degrees at the graduate level than in
undergraduate school. Another distinctive feature of some American
universities is their large size.
At the undergraduate level (undergraduate school) universities may
have several divisions — a college of liberal arts, a school of engi-
neering or applied sciences, etc. A student usually enrolls in one un-
dergraduate division, but he may take courses in more than one of
these.
The goals and work of a university faculty member are not cen-
tered solely around teaching. Generally faculty members of a univer-
sity are expected to contribute to the advancement of knowledge in
their fields through research and writing. The research-oriented fac-
ulty is peopled with scholars — many of them distinguished and
widely recognized — who spend half or more of their time on re-
search and writing in their discipline. They devote their remaining
time to the teaching of graduate students or advanced undergraduates
taking specialized courses in their fields. Classes during the first two
years of undergraduate studies are handled usually by graduate stu-
dents and faculty members of junior rank.
Every state in the US maintains at least one institution of univer-
sity rank. Programs in them are often adapted to serve local needs.
State universities provide opportunities of higher education usually at
a cost considerably below the cost of education in private institutions.
The institutions which provide higher education do not constitute
any coordinate system and are not controlled by any centralized na-
tional authority. Each state has the right to found new public or pri-
vate institutions of higher education within its borders. However, co-
operative efforts of colleges and universities have created a number of
unifying factors which reduce the diversity of American system of
higher education. For example, interinstitutional cooperation has con-
tributed to the development of highly uniform degree requirements
and methods of recording student progress..
Tremendous influence upon American higher education is exer-
cised by various professional associations of the states and of the Na-
tion. They work chiefly with governmental and institutional repre-
sentatives to achieve common objectives and to obtain agreement on
national education goals. There are regional accrediting associations
which, when combined, embrace the entire United States. In some

328
states, additional accrediting procedures are carried on by the State
Department of Education or by the State University. Graduates of ac-
credited colleges ordinarily find it easier to obtain acceptable posi-
tions than do graduates of non accredited ones. Students from accred-
ited colleges find it easier to transfer to other colleges or to gain
admission to graduate schools.

Exercise I. Read, translate and learn the following definitions:

To train smb. — (as smth./in smth.) is to bring (a person or an

animal) to a desired standard of efficiency, be-
haviour by instruction and practice.
Admission — (to/into smth.) is entering or being allowed to
enter a school or university.
Undergraduate — is a university or college student, who has not
yet taken his first or Bachelor’s degree.
Graduate — is a person who has completed a course at an
educational institution.
Junior — is a student in his third year of a four-year
course at college or high school.
Special student — is a student at an American University not on a
degree course.
Degree — is an academic title, a rank or grade given by a
university or college to smb. who has passed an
examination, written a thesis.

Exercise II. Read the sentences and find the equivalents of the
Ukrainian words in the box:

Іспити; широко застосовані; проводити тести у певні дні і

в певних місцях;норми для порівняння; подібні програми те-
стування; юридична школа; проводити тести по всій країні
у призначений час; здобути медичну освіту в університеті;
плата за навчання може бути досить високою; усне опиту-
вання

1. Examinations play a decisive role at almost every level of edu-

cation especially in the admission to the colleges or universities.
2. There are two widely used and nationally administered tests for
high school students who wish to attend a college or a university.

329
 3. Both tests are given at specific dates and locations throughout
the US by non-profit, non-governmental organizations.
4. The tests are used by universities as standards for comparisons,
but are not in any way «official».
5. Similar testing programs exist at higher level as well.
6. Someone who has already finished four years of university and
wishes to go to a law or medical school is also required to take tests.
7. These tests have been agreed upon by the various law and
medical schools and are administered nation-wide at scheduled times.
8. Even after someone has studied for many years and earned a
medical degree from a university, this still does not mean that he or
she can begin to practice in the USA.
9. Since tuition fees alone can be rather high at most colleges and
universities, a large number of students hold jobs besides studying
10. Usually a teacher evaluates the performance by written tests
equaling fifty per cent of the grade, oral tests and quizzes as forty per
cent and homework as ten per cent.

Exercise III. Match left and right:

1) develop a) a computer
2) meet b) needs
3) put into c) classes
4) handle d) practice
5) attend e) subsidies
6) sign f) a situation
7) install g) contracts
8) raise h) the quality
9) grant i) a programme

Exercise IV. Complete the sentences by filling in the following

table. Connect the figures (1-10) with the letters (a-j):

1) The United States does not a) to gather information, to advise

have … and to help to finance educational
programs.
2) Education is considered … b) to be a matter for the people of
each state.
3) The function of a federal De- c) very much community schools.
partment of Education is …
4) Each of the 50 state legisla- d) equal opportunities in educa-
tures … tion.

330
 5) The public schools are … e) is free to determine its own
system for its own public schools.
6) Colleges and universities are f) quite free to determine their
… own individual standards, admis-
sions and graduation require-
ments.
7) High schools will offer … g) more money should be spent
on improving comprehensive
education.
8) States with strong techno- h) courses of study which they
logical interests will … feel best reflect their students’
needs.
9) Americans have always i) give much support to techno-
aimed for … logical institutions.
10) Some Americans feel that … j) a national system of education.

Exercise V. Make up questions to which the following statements

will be the answers:

1. Post secondary education in the United States is called higher

education.
2. Higher education is provided by two-year community and junior
colleges, four-year colleges and universities.
3. All the universities may be divided into two main types de-
pending on sources of their financial support.
4. Public universities are financed by the state, the country or the
city.
5. Private universities are governed by their own fully independent
boards of trustees.
6. The sources of financial support are provided by different
groups or organizations and by private individuals.

Exercise VI. Agree or disagree with the statements. Give your

reasons. The following phrases may be helpful:

(Not) quite so … I don’t think so …

I fully agree with … On the contrary …
I’m of the same opinion … I can’t agree …
I should say it’s only partly true … I shouldn’t say so …
That depends …

331
 1. The American ideal of mass education for all is matched by
awareness that America needs highly trained specialists.
2. Some universities aren’t very selective at the beginning level.
3. Only 10 per cent of those who were accepted had attended pub-
lic schools.
4. Many state supported universities also have fairly rigid admis-
sion requirements.
5. Admission to law or medical schools and other graduate pro-
grams has always been highly selective.
6. Programs aimed at improving educational opportunities among
minority groups exist only at a local level.

Exercise VII. Answer the questions. Begin your answers with:

I suppose… Actually …
I believe … As a matter of fact …
As far as I know … Frankly/strictly speaking …
As a rule … To tell the truth …
That depends …

1. What types of higher educational institutions are there in the USA?

2. What can you say about junior colleges?
3. What do colleges of liberal arts offer?
4. What are their programmes aimed at?
5. How is course work organized at colleges of liberal arts?
6. Are all these colleges private?
7. What kinds of specialized institutions can you name?
8. Speak on distinctive features of American Institutions.

Exercise VIII. Translate into English:

У Сполучених Штатах існує близько 3000 коледжів і універ-
ситетів, як приватних так і державних. Усі вони незалежні, про-
понують свій власний вибір дисциплін, визначають власні умови
прийому і вирішують, які студенти відповідають цим вимогам.
Чим більший престиж університету, тим вищі оцінки вимагають-
ся. Термін «коледж» вживається для означення всієї студентської
освіти і чотирирічної студентської програми, що закінчується на-
данням ступеню бакалавра.
Університети, зазвичай, більші, ніж коледжі і мають аспіран-
тури, де студенти можуть отримати післядипломну освіту.

332
 Протягом перших двох років студенти звичайно вивчають за-
гальний курс гуманітарних і математичних чи природних наук, а
потім обирають профілюючу дисципліну (предмет чи галузь нау-
ки, на якому вони зосереджують свою увагу; інші предмети нази-
ваються не профілюючими).

Exercise IX. Render into English:

ДОМАШНІ ЗАВДАННЯ
ТА РОДИННІ ЦІННОСТІ

Батьки школярів штату Нью-Джерсі урочисто святкують свою

перемогу: їм у законодавчому порядку вдалося домогтися впро-
вадження обмежень на домашні завдання. Тепер школярам у бу-
дні дні не зможуть задавати завдань, виконання яких потребує
більше 30 хвилин загалом у початковій школі і двох годин — у
випускних класах. А на вихідні задавати завдання учителі взагалі
не мають права.
Національна асоціація вчителів Америки настійно рекомендує
іншим штатам наслідувати приклад, а старожили згадують щас-
ливі 30-ті роки, коли в таких містах, як Нью-Йорк і Чикаго, до-
машні завдання школярам узагалі були заборонені. Більше того,
тоді асоціація американських педіатрів прирівняла домашні за-
вдання до експлуатації дитячої праці і зажадала їх офіційної за-
борони.
Проте після запуску 1957 року радянського супутника в Шта-
тах дедалі частіше лунали побоювання з приводу можливого ін-
телектуального відставання американської молоді, які було під-
сумовано у відомій доповіді «Нація під загрозою». Відтоді саме
на домашні завдання шкільні вчителі стали покладати особливі
надії у своєму прагненні компенсувати вади національної систе-
ми освіти. Проте з закінченням «холодної війни» нав’язлива ідея
«наздогнати і перегнати» перестала тиснути па психіку народів з
обох боків Атлантичного океану, і родинні цінності стали посту-
пово брати гору над загальнодержавними пріоритетами.
Саме тоді і з’явилася книга Джона Буела «Кінець домашнім
завданням, або як домашні завдання руйнують сім’ї, переванта-
жують дітей і знижують освіченість». Адже практика свідчить,
що впоратися зі своїми домашніми завданнями діти до приходу
своїх батьків із роботи не встигають. Ось і доводиться їхнім та-
там та мамам витрачати решту своїх сил на допомогу в написанні
333
есе чи демонструвати своє повне невігластво щодо ненависних з
дитинства інтегралів. «Ми дуже багато хочемо від своїх дітей, —
каже пан Буел, — а наші взаємини з ними й так досить напруже-
ні. Навіщо ж потрібні додаткові стреси?»

Exercise X. Roleplay.

Prepare and practice a round-table discussion with three or four

other students. In your discussion you must have:

A problem.
For example:
— discipline in school/college/university;
— methods of teaching;
— syllabus and curriculum;
— development of creative abilities of students/

Roles.
Decide who you are:
— What are your names?
— What are your jobs?

A place.
Where you are. Perhaps:
— at school/university;
— at a Local Committee for Education;
— at a conference;
— at the Students’ Union;
— at home;
— on a train.

334
 Unit

PART I
BRITISH ECONOMY
EVOLUTION

Economy means a system for the management, use and control

of the money, goods and other resources of a country, community
or household. As in all European countries, the economic system
in Britain is a mixture of private and public enterprise. Private
enterprise accounts for three-quarters of gross domestic product
and over two-thirds of total employment. The rate of inflation fell
sharply in the 1990s. It rose again after early 1998, and then fell to
9.3 per cent at an annual rate by December 2003. Services account
for 60 per cent of gross domestic product and manufacturing for
25 per cent. Shedding surplus labour and renewed growth led to
gains in productivity and output per head rose by 23 per cent in
the economy as a whole, and by 57 per cent in manufacturing
alone.
In December 1999 Britain’s total workforce in employment was a
record 27 million. It had increased by 3.5 million since March 1993.
Nowadays of people working for an employer, 69 per cent are in
manufacturing, 4.7 per cent in construction and 3.4 per cent in the
primary sector (agriculture, forestry, fishing, energy and water sup-
ply). Self-employment (11.3 per cent of the workforce) increased to
3.3 million, a rise of 70 per cent since 1989.
Exactly how much of the country’s economy is controlled by the
state has fluctuated a great deal in the last fifty years and has been the
subject of continual political debate. The general trend for the state is
to have more and more control. Various industries became national-
ized, especially those concerned with the production and distribution
of energy. So too did the various forms of transport and communica-
tion services.

335
 There used to be a lot of public corporations in the United King-
dom. They included British Coal, British Steel, the Post Office, Brit-
ish Telecom, the British Airports Authorities, British Rail and some
others. They were nationalized mostly by Labour governments for
political reasons, reflecting a desire to control and plan the economy
in detail and a belief in public ownership as an ideal.
Some corporations became public to be rescued from bankruptcy.
Thus the government saved thousands of jobs in those firms, so the
taxpayer was saved from paying out large sums to unemployed peo-
ple. A special mention should be made of British Rail. Railway tracks
make a natural monopoly of the state. At the same time different
companies are allowed to operate competing services on the same
tracks. Thus there is a natural monopoly in track ownership but not in
operating trains.
Then the trend started going in the other direction. A major part of
the philosophy of the Conservative government was to let ‘market
forces’ rule and to turn state-owned companies into companies owned
by individuals. This approach was a major part of the thinking of
Thatcherism. A large number of companies were privatized. That is,
they were sold off by the government. But some others are still pub-
licly owned. Today there are more shareholders in the country than
there are members of unions. In addition, local government authorities
are encouraged to ‘contract out’ their responsibility for services to
commercial organizations.
The privatization of services, which Western people now regard as
essential necessitated the creation of various public ‘watchdog’ or-
ganizations with regulatory powers over the industries, which they
monitor.
As in other industrialized countries, unemployment is a major
problem. The number of people out of work, according to the recent
report by the Department of Employment in the UK is 3.062m. And it
is still rising.
The academic study by David Dickinson, a Cambridge economist,
shows that the south of England is suffering more than the north:
manufacturing more than services, men more than women, blacks and
browns more than whites, the young more than the middle aged. The
Government claims that there is no direct link between rising crime
and high level of unemployment. But the study shows a close associa-
tion between jobless and the number of the young offenders. The
study declares: «If we let mass unemployment continue, if we let
young men stay jobless long we shall have rising crime now and cre-
ate criminals for the future».

336
 Vocabulary notes

resources ресурси
employment зайнятість
rate of inflation рівень інфляції
gross domestic product валовий національний продукт
shed зменшувати
surplus labour додаткова праця
gain збільшення, приріст
productivity продуктивність
per head на душу населення
workforce робоча сила
employer роботодавець
primary sector первинний сектор
forestry лісництво
fishing рибна ловля
water supply водопостачання
railway залізниця
track колія
state-owned company державна компанія
claim вимагати
offender правопорушник
criminal злочинець

I. Underline all international words in the text. Give their

Ukrainian equivalents.

II. Read, translate and learn the meaning of the following words
and use them in sentences of your own.

association an organization that consists of a group of people

who have the same aims, do the same kind of work.
bankruptcy the state of completely lacking a particular quality or
of having completely lost it.
control the power to make all the important decisions about
the way that it is run.
economy the system by which the country’s money and goods are
produced and used, or a country considered in this way.
gross domestic the money value (at market prices) of the goods and
product services produced by the economy in a period of
time, usually a year or a quarter.

337
monopoly the control of all or most of a business activity by a
single company or by a government, so that other or-
ganizations cannot easily compete with them.
output the amount of goods or work produced by a person,
machine, factory, etc.
production the process of making or growing things to be sold as
products, or the amount that is produced.
privatize to sell an organization, industry, or service that was
previously controlled and owned by a government.
shareholder a person who owns one or more shares in a company
or in a business.

III. Find in the text the following words and word combinations,
translate the sentences in which they are used and make up sen-
tences with them.

crime; criminal; employer; employment; fishing; forestry; gain;

gross domestic product; offender; per head; primary sector; produc-
tivity; railway; rate of inflation; resources; shed; state-owned com-
pany; surplus labour; claim; create; track; water supply; workforce.

IV. Find English equivalents of the words and word combina-

tions given below and make up sentences with them.
валовий національний продукт; вимагати; водопостачання;
державна компанія; додаткова праця; зайнятість; залізниця; збі-
льшення; злочинець; зменшувати; колія; лісництво; на душу на-
селення; первинний сектор; правопорушник; продуктивність; ре-
сурси; рибна ловля; рівень інфляції; роботодавець; робоча сила.

V. Complete the following verbs or nouns by inserting ‘s’ or ‘z’. Note

that some words must be spelled ‘-ise’. Make up sentences with them.
adverti-e decrea-e increa-e paraly-e
advi-e despi-e industriali-e pri-e
analy-e disgui-e legali-e privati-e
apologi-e economi-e materiali-e rationali-e
ari-e emphasi-e mechani-e recogni-e
authori-e enterpri-e merchandi-e speciali-e
centrali-e exerci-e moderni-e subsidi-e
characteri-e experti-e nationali-e supervi-e
compri-e fertili-e normali-e surpri-e
critici-e improvi-e organi-e u-e
338
 VI. Complete the following sentences with the words and expres-
sions from the box, using them in the appropriate form.

association; bankruptcy; claims; control; create; crime; criminals;

economy; employer; employment; gains in productivity; gross
domestic product (2); monopoly (2); offenders; output; per head;
primary sector; production; resources; shareholders; shedding
surplus labour; state-owned companies.

1. … and renewed growth led to … and … … rose by 23 per cent

in the … as a whole, and by 57 per cent in manufacturing alone.
2. A major part of the philosophy of the Conservative government
was to let ‘market forces’ rule and to turn … into companies owned
by individuals.
3. Economy means a system for the management, use and … of the
money, goods and other … of a country, community or household.
4. If we let mass unemployment continue, if we let young men stay
jobless long we shall have rising … now and … … for the future.
5. Nowadays of people working for an … , 69 per cent are in
manufacturing, 4.7 per cent in construction and 3.4 per cent in the … .
6. Private enterprise accounts for three-quarters of … and over
two-thirds of total … .
7. Railway tracks make a natural … of the state.
8. Services account for 60 per cent of … and manufacturing for 25
per cent.
9. Some corporations became public to be rescued from … .
10. The Government … that there is no direct link between rising
crime and high level of unemployment.
11. The study shows a close … between jobless and the number of
the young … .
12. There is a natural … in track ownership but not in operating trains.
13. Today there are more … in the country than there are members
of unions.
14. Various industries became nationalized, especially those con-
cerned with the … and distribution of energy.

VII. Learn the words given below and their synonyms, consult
dictionaries and try to explain the differences, if any.

agriculture, n. — farming, husbandry, cultivation, tillage, agron-

omy, agronomics.
339
 community, n. — society, general public, nation, state, people,
populace, brotherhood, association, company, colony, village, town-
ship, district, neighbourhood, parish, similarity, likeness, affinity,
agreement.
debate, n. — discussion, dispute, disputation, polemic, contro-
versy, wrangle, altercation, contention, contest.
direct, v. — manage, control, run, govern, rule, regulate, adminis-
ter, lead, superintend.
household, n. — family, menage, house, home.
responsibility, n. — duty, obligation, onus, burden, charge, care, trust.
surplus, n. — excess, surfeit, superabundance, plethora, residue,
remainder, rest, balance.
trend, n. — tendency, course, drift, inclination, bearing, direction.

VIII. Match the verbs on the left in column A with their corre-
sponding definitions on the right in column C (a — l).
A B C
1) to account for means a) to arrange to have a job done by a person or
company outside your own organization.
2) to claim b) to become bigger in amount, number, or degree.
3) to contract out c) to become worse in quality because a bad situa-
tion is affecting something or because nobody is
taking care of it.
4) to declare d) to carefully watch and check a situation in order
to see how it changes over a period of time.
5) to encourage e) to change very often from a high level to a low
one and back again.
6) to fluctuate f) to do your job or try to achieve things in a par-
ticular way.
7) to increase g) to give a satisfactory explanation of why some-
thing has happened or why you did something.
8) to monitor h) to have the official power to control a country
and the people who live there.
9) to nationalize i) to make the property of the nation rather than a
property of an individual.
10) to operate j) to state officially and publicly that a particular
situation exists or that something is true.
11) to rule k) to state officially and publicly that a particular
situation exists or that something is true.
12) to suffer l) to state that something is true, even though it has
not been proved.

340
 IX. Match the words in column A with their synonyms in column
B and antonyms in column C.

A B C A B C
Word Synonym Antonym Word Synonym Antonym
continual current acquired major main low
different different ancient natural personal minor
direct elevated circuitous private recurrent old
domestic entire communal public regional ordinary
essential general different recent straight partial
general great dispensable same unusual private
gross home general total vital public
high identical identical various widespread slight
local inborn intermittent young youthful specific

X. Fill in prepositions, where necessary.

1. As … all European countries, the economic system … Britain is

a mixture … private and public enterprise.
2. Economy means a system … the management, use and control
… the money, goods and other resources … a country, community or
household.
3. Exactly how much … the country’s economy is controlled …
the state has fluctuated a great deal … the last fifty years.
4. Private enterprise accounts … three-quarters … gross domestic
product and over two-thirds … total employment.
5. Services account … 60 per cent … gross domestic product and
manufacturing … 25 per cent.
6. Some corporations became public to be rescued … bankruptcy.
7. The general trend ... the state is to have more and more control
and various industries became nationalized, especially those con-
cerned ... the production and distribution … energy.
8. The Government claims that there is no direct link … rising
crime and high level … unemployment.
9. The government saved thousands … jobs … those firms, so the
taxpayer was saved … paying … large sums … unemployed people.
10. The number … people … … work, according … the recent re-
port … the Department … Employment … the UK, is still rising.
341
 11. The privatization … services necessitated the creation … vari-
ous public ‘watchdog’ organizations … regulatory powers … the in-
dustries, which they monitor.
12. The rate … inflation fell sharply … the 1990s and rose again ...
early 1998.
13. The study shows a close association … jobless and the number
… the young offenders.
14. There used to be a lot ... public corporations ... the United
Kingdom, but they were nationalized mostly ... Labour governments
... political reasons, reflecting a desire to control and plan the econ-
omy ... detail and a belief ... public ownership as an ideal.

XI. Fill in articles, where necessary.

1. … academic study shows that … south of … England is suffer-

ing more than … north: … manufacturing more than … services, …
men more than … women, … blacks and … browns more than …
whites, … young more than … middle aged.
2. … Britain’s total workforce in … employment was … record …
27 million.
3. … local government authorities are encouraged to ‘contract out’
their responsibility for … services to … commercial organizations.
4. … private enterprise accounts for … three-quarters of … gross
domestic product and over … two-thirds of … total employment.
5. … railway tracks make … natural monopoly of … state.
6. … services account for … 60 per cent of … gross domestic
product and manufacturing for … 25 per cent.
7. … Shedding surplus labour and … renewed growth have led to
… gains in … productivity.
8. … special mention should be made of … British Rail.
9. As in … other industrialised countries, … unemployment is …
major problem.
10. As in all … European countries, … economic system in … Brit-
ain is … mixture of … private and public enterprise.
11. At … same time … different companies are allowed to operate
… competing services on … same tracks.
12. If we let … mass unemployment continue, if we let … young
men stay jobless long we shall have … rising crime now and create …
criminals for … future.
13. Some corporations became public to be rescued from … bank-
ruptcy.

342
 14. There used to be ... lot of public corporations in … United
Kingdom, they included ... British Coal, ... British Steel, ... Post Of-
fice, ... British Telecom, ... British Airports Authorities, ... British Rail
and some others.
15. Thus … governments saved … thousands of jobs in those
firms, so … taxpayer was saved from … paying out … large sums to
… unemployed people.

XII. Complete the following sentences.

1. A major part of the philosophy of the Conservative government

of the 1980s was … .
2. A special mention should be made of … .
3. As in all European countries, the economic system in Britain is
... .
4. At the same time different companies are allowed to ... .
5. Economy means a system … .
6. If we let young men stay jobless long we … .
7. Local government authorities are encouraged to … .
8. Some corporations became public … .
9. The economic system in Britain is … .
10. The general trend for the state is ... .
11. The Government claims that there is no … .
12. The governments saved thousands of … .
13. The privatization of services necessitated … .
14. The taxpayer was saved from … .
15. There is a natural monopoly in track ownership but not … .
16. There used to be a lot of public corporations in … .
17. Various industries became nationalized, especially those … .

XIII. Agree or disagree with the statements. Give your reason.

The following phrases may be helpful:

As I see it …; (Not) quite so …; As a matter of fact ...;

In addition …; I don’t think so …; Generally speaking ...;
To my mind ...; The thing is that ...; I can’t agree with you …;
That depends ...; On the contrary …; I fully agree with you …;
Furthermore …; Putting it mildly ...; I’m of the same opin-
In my opinion …; Strictly speaking ...; ion …;
To tell the truth ...; I should say it’s only
partly true … .

343
 1. Economy means a system for the management, use and control
of the money, goods and other resources of a country, community or
household.
2. Private enterprise accounts for one-quarter of gross domestic
product and over two-fifths of total employment.
3. Services account for 40 per cent of gross domestic product and
manufacturing for 35 per cent.
4. Exactly how much of the country’s economy is controlled by the
state has fluctuated a great deal in the last fifty years and has been the
subject of continual political debate.
5. The general trend for the state is to have more and more con-
trol.
6. There used to be very few public corporations in the United
Kingdom.
7. They were nationalized mostly by Conservative governments for
political reasons, reflecting a desire to control and plan the economy
in detail and a belief in public ownership as an ideal.
8. Some corporations became public to be rescued from bank-
ruptcy.
9. Thus the governments saved thousands of jobs in those firms, so
the taxpayer was saved from paying out large sums to unemployed
people.
10. A major part of the philosophy of the Conservative government
was to let ‘market forces’ rule and to turn state-owned companies into
companies owned by individuals.
11. Today there are more members of unions in the country than
there are shareholders.
12. As in other industrialized countries, unemployment is not a ma-
jor problem in Britain.
13. The Government claims that there is no direct link between ris-
ing crime and high level of unemployment.

XIV. Ask questions to elicit the information.

1. As in all European countries, the economic system in Britain is a

mixture of private and public enterprise.
2. The rate of inflation fell sharply in the early 1990s. It rose again
after early 1998, and then fell to 9.3 per cent at an annual rate by De-
cember 2003.
3. Services account for 60 per cent of gross domestic product and
manufacturing for 25 per cent.

344
 4. Various industries became nationalized; especially those con-
cerned with the production and distribution of energy and so did the
various forms of transport and communication services.
5. There used to be such public corporations in the United King-
dom as British Coal, British Steel, the Post Office, British Telecom,
the British Airports Authorities, British Rail and some others.
6. A special mention should be made of British Rail as railway
tracks make a natural monopoly of the state.
7. At the same time different companies are allowed to operate
competing services on the same tracks.
8. Thus there is a natural monopoly in track ownership but not in
operating trains.
9. A large number of companies were privatized, that is, they were
sold off by the government.
10. Local government authorities are encouraged to ‘contract out’
their responsibility for services to commercial organizations.
11. The privatization of services, which Western people now re-
gard as essential necessitated the creation of various public ‘watch-
dog’ organizations with regulatory powers over the industries, which
they monitor.
12. The academic study by a Cambridge economist shows that the
south of England is suffering more than the north: manufacturing
more than services, men more than women, blacks and browns more
than whites, the young more than the middle aged.
13. The study shows a close association between jobless and the
number of the young offenders.

XV. Answer the questions. Begin your answers with:

Actually …; As far as I know … ; As far as I remem-

As a rule …; The matter is that ...; ber ...;
In any case ...; I suppose/believe …; As far as I am
As things are ...; That depends (on) …; concerned ...;
To tell the truth … ; I am declined to think...; Frankly/strictly
speaking …;
To make a long
story short ... .

1. What is economy?
2. What can you say about the economic system in Britain?
3. What is gross domestic product?

345
 4. What do you know about the rate of inflation in Britain?
5. What can be said about Britain’s total workforce in employ-
ment?
6. How much of the country’s economy is controlled by the state?
7. What public corporations in the United Kingdom do you know?
8. Why were they nationalized by Labour governments?
9. What can you say about British Rail?
10. What were the peculiarities of the philosophy of the Conserva-
tive government?
11. What do we mean when we say that a large number of compa-
nies in Britain were privatized?
12. What did the privatization of services necessitate?
13. Why is unemployment in Britain a major problem as in other
industrialized countries?
14. Do you agree with the Government that there is no direct link
between rising crime and high level of unemployment? Why?

XVI. Translate into English.

1. Економічна система в Британії — це поєднання приватного

й державного підприємства.
2. На приватні підприємства припадає три чверті валового на-
ціонального продукту, на них працюють дві третини населення.
3. У грудні 1999року число працюючих у Британії досягло ре-
кордної цифри — 27 мільйонів.
4. У даний час із числа людей, які працюють на підприємця,
69 відсотків зайняті у виробництві, 4.7 відсотків — у будівни-
цтві і 3.4 відсотків — у сільському господарстві, лісівництві,
рибальстві.
5. Питання про контроль уряду над станом розвитку економі-
ки є предметом нескінченних політичних дебатів.
6. Загальна тенденція полягає в посиленні контролю держави
над економікою.
7. Різні галузі промисловості були націоналізовані, особливий
інтерес складали галузі, пов’язані з виробництвом і розподілом
енергії.
8. Націоналізація зачепила різні види транспорту й засоби
зв’язку.
9. Численні британські корпорації були націоналізовані уря-
дом, в основному, із політичних міркувань.
10. Деякі корпорації стали надбанням громадськості з метою їх
порятунку від банкрутства.

346
 11. Таким чином, уряд врятував тисячі робочих місць у тих
фірмах —і, відповідно, платників податків — від необхідності
сплачувати великі суми грошей безробітним людям.
12. Основна філософія політики Уряду консерваторів полягала
в тому, щоб дозволити керувати «ринковим силам» і перетворити
державні компанії в приватні.
13. Такий підхід був характерним для прихильників тетчери-
зму, і основна частина компаній була приватизована.
14. Сьогодні в країні більше акціонерів, ніж членів профспілок.
15. Як і в інших промислово розвинутих країнах, безробіття є
головною проблемою в Британії.
16. Згідно з повідомленням Міністерства у справах зайнятості
у Великій Британії, кількість безробітних складає 3.062 мільйони,
і ця цифра збільшується.
17. Як свідчить вивчення цього питання Девідом Дикінсоном,
економістом із Кембриджу, серед безробітних переважають чо-
ловіки, «кольорове» населення та молодь.
18. Уряд стверджує, що немає жодного прямого зв’язку між
зростанням злочинності та високим рівнем безробіття.

XVII. Read, translate and learn the following dialogue, drama-

tize it in class.

A. Were you present at the lecture on Britain’s economy?

B. Yes, it was rather interesting and I learnt a lot of interesting in-
formation.
A. Did you? It’s a pity that I was busy on that day and didn’t join
you. Will you tell me the most interesting and important facts?
B. Of course, I’d be delighted to. Britain’s economy is based on
private enterprise, which accounts for 75 % of output and nearly
70% of employment. British industries can be divided into three
main groups.
A. Do you remember them?
B. Surely, they are divided into primary industries providing raw
materials and food from the land and the sea (energy resources,
agriculture), manufacturing industries making finished goods
from raw materials (electronics, aerospace, chemical) and serv-
ice industries (banking, business, computing, tourism).
A. What are the main branches of Britain’s service industries?
B. They are banking, business, computing, and tourism.
A. What are the main trends of Britain’s economy?

347
B. If I’m not mistaken there are four of them: the decline in the
heavy industry, the growth of the offshore oil and gas industry,
the rapid development of the electronic industry, the continual
rise in the service industries.
A. Where does Britain get oil and gas from?
B. It gets it from the North Sea.
A. What are the most prospective energy technologies in Britain?
B. They are wind, tidal and solar power.
A. What percentage of Britain’s working population is engaged in
agriculture?
B. I am not sure but as far as I remember only 3% of Britain’s
working population is engaged in agriculture. At the same time
almost 1/10 of the British workforce has been out of work.
A. What part of the Gross National Product do the service industries
make up?
B. The service industries make up approximately 66% of the Gross
National Product.
A. What are the main products exported by Britain?
B. Britain exports electronics and aerospace equipment, machinery,
chemicals.
A. What products are the biggest export earners?
B. It seems to me pharmaceuticals.
A. What measures does the government take to make the British
economy more efficient?
B. To make the British economy more efficient the government
tries to stimulate innovation in industry, encourage competition,
reduce taxes, promote exports, and work for worldwide free
trade.
A. Thank you for such detailed information. I see you didn’t waste
your time yesterday.

XVIII. Complete the open dialogue.

A. ...
B. As in all European countries, the economic system in Britain is a
mixture of private and public enterprises.
A. ...
B. From 1945 until 1980 the general trend was for the state to have
more and more control.
A. ...
B. Various industries were nationalized, especially those connected
with the production and distribution of energy.

348
A. ...
B. So were the various forms of transport and communication serv-
ices, as well, of course, as the provision of the education, social
welfare and health welfare.
A. ...
B. Yes, from 1980. The government of the 1980s pursues the let
market force rule policy, which meant restricting the freedom of
business as little as possible. State-owned companies were turned
into companies owned by individuals who became shareholders.
A. ...
B. Since 1980 a large number of companies have been privatized
such as British Airways, British Gas, British Petroleum, British
Steel and British Telecom and the water and electricity supplies.
A. ...
B. The government privatization programme has had a major effect
on share ownership. In 1992 over one-fifth of the adult popula-
tion in Great Britain owned shares, compared with one in thir-
teen in 1979.
A. ...
B. Now the public sector, which includes the nationalized industries
and public services provided by local and central government,
amounts to one-third of the total goods and services in the econ-
omy, and employs about one-third of the national workforce.
A. ...
B. Two-thirds of the economy is in the private sector, although this
will increase as more privatization is implemented.
A. ...
B. The public sector consists of small private businesses, which
are owned by individuals; public companies, whose shares are
sold to the general public through the Stock Exchange; and
larger private companies, whose shares are not offered for sale
to the public.
A. ...
B. Yes, the majorities of companies in Britain are private and most
are small or medium-size. They are important to the national
economy because they generate 50 per cent of the workforce.
A. ...
B. Some 10 per cent of the economy is controlled by foreign private
corporations, which employ 10 per cent of the workforce.

349
 XIX. Role play

The lecturer asks his students about the British economy.

Student 1 speaks about the economic system in Britain.

Student 2 nationalization and privatization proc-
esses.
Student 3 the government control.
Student 4 the problem of unemployment.

PART II
THE CENTRE OF THE FINANCIAL WORLD

Britain used to have one of the most equitable distributions of

wealth in Western Europe, but by the early 1990s the situation
changed and nowadays it has one of the least equitable distributions of
wealth in Europe. The rich got richer but the poor did not. Some sur-
veys suggest that the gap between the richest 10 % of the population
and the poorest 10 % is as great as it was in the late nineteenth century
and that large numbers of households are living below the ‘poverty
line’, which means that they do not have enough money for basic
things such as food and heating.
Class and wealth do not run parallel in Britain, so it is not a coun-
try where people are especially keen to flaunt their wealth. Similarly,
people are generally not ashamed to be poor. Of course, they don’t
like being poor, but they do not feel obliged to hide the fact. This can
sometimes lead to an acceptance of poverty, which is surprising for an
‘advanced’ country. So when news of its increasing extent came to
wider public attention, the government neither pretended that greater
poverty did not exist, nor promised to do anything radical about it. In-
stead, it issued, through the Ministry of Agriculture, a suggested diet,
which it claimed even the poorest could afford. There were, of course,
public comments about the patronizing nature of this action, but criti-
cism in the press concentrated on how unrealistic the diet was, on how
the figures didn’t add up.
One reason for the increasing disparity of wealth in Britain is that
rates of income tax changed. For a short period the basic rate was 40
%, then it was reduced up to 30 % and at last it went down to 25 %.
During the same period, the top rate of income tax fell from a high of

350
98 % to 40 %. Of course, these figures do not mean that this is how
much is deducted from a person’s earnings. People in different situa-
tions are allowed to earn varying amounts before tax is deducted.
People earning twice the average wages have about 21 % of their
gross income deducted.
Wealth and poverty are relative concepts. Despite its relative eco-
nomic decline, Britain is still one of the wealthiest places in the world.
The empire has gone, the great manufacturing industries have nearly
gone, but London is still one of the centres of the financial world. The
Financial Times-Stock Exchange (FT-SE) Index of the 100 largest
British companies (known popularly as the ‘Footsie’) is one of the
main indicators of world stock market prices.
The reason for this is not hard to find. The same features that con-
tributed to the country’s decline as a great industrial and political
power — the preference for continuity and tradition rather than
change, the emphasis on personal contact as opposed to demonstrated
ability when deciding who gets the important jobs — are exactly the
qualities that attract investors. When people want to invest a lot of
money, what matters to them is an atmosphere of stability and a feel-
ing of personal trust. These are the qualities to be found in the ‘square
mile’ of the old City of London, which has one of the largest concen-
trations of insurance companies, merchant banks, joint-stock banks
and stockbrokers in the world. As regards stability, many of the insti-
tutions in what is known as ‘the City’ can point to a long and uninter-
rupted history. Some of them have directors from the same family,
which started them perhaps over 200 years ago. Although there have
been adaptations to modern conditions, and the stereotyped bowler-
hatted ‘city gent’ is a thing of the past, the sense of continuity, epito-
mized by the many old buildings in the square mile, is still strong. As
regards trust, the city has a reputation for habits of secrecy that might
be thought of as undesirable in other aspects of public life, but which
in financial dealings become an advantage. In this context, ‘secrecy’
means ‘discretion’.
Although more than half of the British population has money in-
vested in the city indirectly (because the insurance companies and
pension funds to which they have entrusted their money invest it on
the stock market), most people are unaware of what goes on in the
world of ‘high finance’. To most people, money is just a matter of the
cash in their pockets and their account with one of the ‘high street’
banks. Not every adult has a bank account. At the end of the twenties
century only about 30 % used these banks. But with the increasing
habit of paying wages by cheque and the advent of cash dispensing

351
machines, a majority now does so. Many, however, still prefer to use
their National Savings account at the post office or one of the coun-
try’s many building societies.
An indication of the importance of bank accounts in people’s lives
is the strong dislike of the banks that has developed. The newspapers
carried horror stories about their practices. Nowadays banking profits
rose by 50 % while charges to customers rose by 70 %. It is often dif-
ficult for people to do anything about bank charges — if they try to
discuss them with their bank, they get charged for the phone calls and
letters! So far, the one clear improvement has been in bank opening
times. These used to be from nine-thirty to three-thirty, Mondays to
Fridays only. Now, many banks stay open later and also open on Sat-
urday mornings.

Vocabulary notes

equitable справедливий
survey інспектування
comment коментар, тлумачення
disparity нерівність
rate ставка
income tax прибутковий податок
deduct відраховувати
average wages середній заробіток
concept поняття, загальне уявлення
decline занепад, спад
market price ринкова ціна
preference перевага
stability стабільність, стійкість
joint-stock bank акціонерний банк
adaptation адаптація
secrecy секретність
discretion розсудливість
insurance company страхова компанія
entrust довіряти
improvement поліпшення, удосконалення

I. Underline all international words in the text. Give their

Ukrainian equivalents.

352
 II. Read, translate and learn the meaning of the following words
and use them in sentences of your own.

bank account an account created by the deposit of money at a bank

by a customer.
cash money in the form of notes and coins rather than
cheques.
disparity inequality or difference, as in age, rank, wages, etc.
distribution the division of the total income of a community among
its members, especially between labour incomes
(wages and salaries) and property incomes (rents,
interest, and dividends).
income the amount of money that they earn from their work or
business, or the money that they get from other
sources such as pension or investments.
income tax a personal tax, usually progressive, levied on annual
income subject to certain deductions.
indication a sign that something is probably happening or that
something is probably true.
invest to give money to a company, business, or bank, in
order to get a profit.
money the official currency, in the form of banknotes, coins,
etc., issued by a government or other authority.
rate a price or charge with reference to a standard or scale.
wealth a large amount of money and possessions.

III. Find in the text the following words and word combinations,
translate the sentences in which they are used and make up sen-
tences with them.

acceptance of poverty; adaptation; average wages; below the ‘pov-

erty line’; comment; concept; decline; deduct; discretion; disparity;
distributions of wealth; entrust; equitable; flaunt their wealth; for ba-
sic things; improvement; income tax; insurance company; joint-stock
bank; market price; numbers of households; preference; rate; secrecy;
stability; survey; the gap between.

IV. Find English equivalents of the words and word combina-

tions given below and make up sentences with them.

адаптація; акціонерний банк; відраховувати; довіряти; зане-

пад; інспектування; коментар, тлумачення; нерівність; перевага;

353
поліпшення, удосконалення; поняття, загальне уявлення; прибут-
ковий податок; ринкова ціна; роздавати, розподіляти, розсудли-
вість; секретність; середній заробіток; справедливий; стабіль-
ність, стійкість; ставка; страхова компанія.

V. Complete the following sentences with the words and expres-

sions from the box, using them in the appropriate form.

average wages; bank account (2); cash; comments; concepts; de-

cline; disparity; distributions (2); equitable (2); income; income
tax (2); indication; invest; market prices; money; rate(s) (2); sta-
bility; surveys; wealth (5).

1. An … of the importance of … in people’s lives is the strong

dislike of the banks that has developed.
2. Britain used to have one of the most … … of … in Western
Europe, but by the early 1990s the situation changed and nowadays it
has one of the least … … of … in Europe.
3. Class and … do not run parallel in Britain, so it is not a country
where people are especially keen to flaunt their … .
4. Despite its relative economic … , Britain is still one of the
wealthiest places in the world.
5. During the same period, the top … of … fell from a high of 98
% to 40 %.
6. One reason for the increasing … of … in Britain is that … of ...
changed.
7. People earning twice the ... have about 21 % of their gross …
deducted.
8. Some ... suggest that the gap between the richest 10 % of the
population and the poorest 10 % is as great as it was in the late nine-
teenth century.
9. The Financial Times-Stock Exchange Index of the 100 largest
British companies is one of the main indicators of world stock … .
10. There were, of course, public … about the patronizing nature of
this action.
11. To most people, … is just a matter of the … in their pockets and
not every adult has a … .
12. Wealth and poverty are relative … .
13. When people want to … a lot of money, what matters to them is
an atmosphere of … and a feeling of personal trust.

354
 VI. Learn the words given below and their synonyms, consult
dictionaries and try to explain the differences, if any.

amount, n. — quantity, number, measure, total, sum, aggregate,

whole.
cash, n. — money, coin, specie, currency, ready money, banknotes,
coins, change, payment.
customer, n. — client, patron, buyer, purchaser, shopper, con-
sumer.
dealings, n. — business, commerce, trade, traffic.
emphasis, n. — weight, significance, importance, force, power,
strength, stress, accent, insistence, pre-eminence, priority, attention,
prominence, clarity.
financial, adj. — monetary, money, pecuniary, fiscal, economic.
obliged, adj. — beholden, indebted, grateful, thankful, apprecia-
tive.
profit, n. — gain, return, yield, proceeds, earnings, income, reve-
nue, surplus.
trust, n. — faith, belief, conviction, certitude, confidence, assur-
ance, reliance, dependence, hope, expectation, credit.

VII. Match the verbs on the left in column A with their corre-
sponding definitions on the right in column C (a — m).

A B C
1) to change means a) to be in charge of an organization, country, or
team, or a group of people who are trying to do
something.
2) to contribute b) to behave as if something is true when in fact you
know it is not, in order to deceive people or for fun.
3) to deduct c) to do something that you were not doing before,
and continue doing it.
4) to demon- d) to give money, help, ideas etc to something that a
strate lot of other people are also involved in.
5) to earn e) to happen or be present in a particular situation or
place.
6) to exist f) to intend to do something or intend that someone
else should do something.
7) to flaunt g) to keep your real feelings, plans, or the truth se-
cret, so that they cannot be known by other people.

355
 A B C
8) to hide h) to put or use something new or different in place
of something else, especially because it is old, dam-
aged, or broken.
9) to lead i) to receive a particular amount of money for the
work that you do.
10) to mean j) to show or describe how to do something or how
something works.
11) to patronize k) to show your money, success, beauty etc so that
other people notice it.
12) to pretend l) to support or give money to an organization or ac-
tivity.
13) to start m) to take away an amount or part from a total.

VIII. Match the words in column A with their synonyms in col-

umn B and antonyms in column C.

A B C A B C
Word Synonym Antonym Word Synonym Antonym
average advanced absolute main identical minor
basic chief aware modern ignorant ordinary
clear combined communal personal just out-of-date
desirable comparative different radical medium subsidiary
different comprehensible exceptional relative powerful superficial
early contemporary indistinct top private undesirable
equitable essential individual same profitable unimportant
important fundamental late strong significant unjust
joint highest lowest unaware unusual weak

IX. Fill in prepositions, where necessary.

1. … most people, money is just a matter … the cash … their
pockets and their account … one … the ‘high street’ banks.
2. … the increasing habit … paying wages … cheque and the ad-
vent … cash dispensing machines, a majority now do so.
3. … the same period, the top rate … income tax fell … a high …
98 % … 40 %..

356
 4. Although more than half … the British population has money
invested … the city indirectly, most people are unaware … what goes
… … the world … ‘high finance’.
5. An indication … the importance … bank accounts … people’s
lives is the strong dislike … the banks that have developed.
6. Britain used to have one … the most equitable distributions …
wealth … Western Europe.
7. If people try to discuss bank charges … their bank, they get
charged … the phone calls and letters.
8. It is often difficult … people to do anything … bank charges.
9. Nowadays banking profits rose … 50 % … charges … custom-
ers rose … 70%.
10. One reason … the increasing disparity … wealth … Britain is
that rates … income tax changed.
11. People … different situations are allowed to earn varying
amounts … tax is deducted.
12. Some surveys suggest that the gap … the richest 10 % … the
population and the poorest 10 % is as great as it was … the late nine-
teenth century and that large numbers … households are living … the
‘poverty line’.
13. The city has a reputation … habits … secrecy that might be
thought … as undesirable … other aspects … public life.
14. When people want to invest a lot … money, what matters …
them is an atmosphere … stability and a feeling … personal trust.

X. Fill in articles where necessary. Translate the text, ask and

answer questions and discuss it in class.

1. … Britain used to have one of … most equitable distributions of

… wealth in … Western Europe.
2. … class and … wealth do not run parallel in … Britain, so it is
not … country where … people are especially keen to flaunt their
wealth.
3. … empire has gone, … great manufacturing industries have
nearly gone, but … London is still one of … centres of … financial
world.
4. … indication of … importance of … bank accounts in … peo-
ple’s lives is … strong dislike of … banks that has developed.
5. … large numbers of … households are living below … ‘poverty
line’, which means that they do not have enough money for … basic
things such as … food and … heating.

357
 6. … people in … different situations are allowed to earn varying
amounts before … tax is deducted.
7. Although more than half of … British population has … money
invested in … city indirectly, … most people are unaware of what
goes on in … world of … ‘high finance’.
8. Despite its relative economic decline, … Britain is still one of
… wealthiest places in … world.
9. Many people still prefer to use their National Savings account at
… post office or one of … country’s many building societies.
10. One reason for … increasing disparity of … wealth in … Britain
is that … rates of … income tax changed.
11. Some surveys suggest that … gap between … richest 10 % of …
population and … poorest 10 % is as great as it was in … late nine-
teenth century.
12. To most people, … money is just … matter of … cash in their
pockets and their account with one of … ‘high street’ banks.
13. When … people want to invest … lot of money, what matters to
them is … atmosphere of … stability and … feeling of … personal trust.

XI. Complete the following sentences.

1. Although more than half of the British population has money

invested in the city indirectly most people are … .
2. An indication of the importance of bank accounts in people’s
lives is … .
3. Britain used to have one of the most equitable distributions of
wealth … .
4. Class and wealth do not run … .
5. Despite its relative economic decline, Britain is still … .
6. Britain is not a country where people are especially keen … .
7. Many people still prefer to use their … .
8. People in different situations are allowed to earn varying
amounts before … .
9. The city has a reputation for habits of secrecy that … .
10. The empire has gone, the great manufacturing industries have
nearly gone, but London is … .
11. The old City of London has one of the largest concentrations
of … .
12. The one clear improvement has been in bank … .
13. To most people, money is just a … .
14. It is often difficult for people to do anything about … .
15. Wealth and poverty are … .

358
 16. When people want to invest a lot of money, what matters to
them is … .
17. With the increasing habit of paying wages by cheque and the
advent of cash dispensing machines, … .

XII. Agree or disagree with the statements. Give your reason.

The following phrases may be helpful:

As I see it …; (Not) quite so …; As a matter of fact ...;

In addition …; I don’t think so …; Generally speaking ...;
To my mind ...; The thing is that ...; I can’t agree with you …;
That depends ...; On the contrary …; I fully agree with you …;
Furthermore …; Putting it mildly ...; I’m of the same opi-
In my opinion …; Strictly speaking ...; nion …;
To tell the truth ...; I should say it’s only
partly true … .

1. An indication of the importance of bank accounts in people’s

lives is the strong dislike of the banks that has developed.
2. As regards stability, not many of the institutions in the City can
point to a long and uninterrupted history.
3. Class and wealth do not run parallel in Britain, so it is a country
where people are not keen to flaunt their wealth.
4. Despite its relative economic decline, Britain is still one of the
wealthiest places in the world.
5. Many people still prefer to use their National Savings account at
the post office or one of the country’s many building societies.
6. One reason for the increasing disparity of wealth in Britain is
that rates of income tax changed.
7. People are generally ashamed to be poor as they don’t like being
poor.
Some of them have directors from the same family, which started
them perhaps over 200 years ago.
8. The empire has gone and Britain is not one of the wealthiest
places in the world any more.
9. The government issued, through the Ministry of Education, a
suggested diet, which it claimed even the poorest could afford.
10. The same features that contributed to the country’s decline as a
great industrial and political power.
11. People in different situations are allowed to earn varying
amounts before tax is deducted.
359
 12. These are the qualities to be found in the ‘square mile’ of the
old City of London, which has one of the largest concentrations of in-
surance companies, merchant banks, joint-stock banks and stockbro-
kers in the world.
13. To very few people, money is just a matter of the cash in their
pockets and their account with one of the ‘high street’ banks.
14. When people want to invest a lot of money, what matters to
them is an atmosphere of stability and a feeling of personal trust.

XIII. Ask questions to elicit the information.

1. A person earning twice the average wages has about 21 % of his

gross income deducted.
2. Although more than half of the British population has money
invested in the city indirectly, most people are unaware of what goes
on in the world of ‘high finance’.
3. It is often difficult for people to do anything about bank charges
and if they try to discuss them with their bank, they get charged for
the phone calls and letters.
4. No one in Britain likes being poor, but people do not feel
obliged to hide the fact.
5. One reason for the increasing disparity of wealth in Britain is
that rates of income tax changed.
6. People in different situations are allowed to earn varying
amounts before tax is deducted.
7. The same features that contributed to the country’s decline as a
great industrial and political power are exactly the qualities that attract
investors.
8. These are the qualities to be found in the ‘square mile’ of the old
City of London, which has one of the largest concentrations of insur-
ance companies, merchant banks, joint-stock banks and stockbrokers
in the world.
9. This can sometimes lead to an acceptance of poverty, which is
surprising for an ‘advanced’ country.
10. Although there have been adaptations to modern conditions, the
sense of continuity, epitomized by the many old buildings in the
square mile, is still strong.
11. When people want to invest a lot of money, what matters to
them is an atmosphere of stability and a feeling of personal trust.
12. With the increasing habit of paying wages by cheque and the
advent of cash dispensing machines, a many people now do so.

360
 XIV. Answer the questions. Begin your answers with:

Actually …; As far as I know … ; As far as I re-

As a rule …; The matter is that ...; member ...;
In any case ...; I suppose/believe …; As far as I am
As things are ...; That depends (on) …; concerned ...;
To tell the truth … ; I am declined to think ...; Frankly/strictly
speaking …;
To make a long
story short ... .

1. What can you say about the changing of the economic situation
in Western Europe by the early 1990s?
2. What do you know about the gap between the richest 10 % of
the population and the poorest 10 %?
3. What percent of households are still living below the ‘poverty
line’ in Britain now?
4. What does it mean that class and wealth do not run parallel in
Britain?
5. Isn’t such acceptance of poverty surprising for an ‘advanced’
country? Why?
6. What was the reaction of the government when news of its in-
creasing extent came to wider public attention?
7. What did the government issue through the Ministry of Agri-
culture?
8. What did criticism in the press concentrate on?
9. What are the reasons for the increasing disparity of wealth in
Britain?
10. What amounts are people allowed to earn in different situa-
tions?
11. Is Britain still one of the wealthiest places in the world? Why?
12. What matters to people when they want to invest a lot of
money?
13. Do you agree that most people in Britain are unaware of what
goes on in the world of ‘high finance’? Why?
14. Why do you think many people still prefer to use their National
Savings account at the post office or one of the country’s many
building societies?
15. What makes people feel strong dislike of the banks?

361
 XV. Translate into English.
1. Характерно, що у Великій Британії мав місце один із найрі-
вноправніших в Західній Європі розподілів багатства.
2. Деякі дослідження, що їх здійснили в країні, свідчать про
значну кількість родин, які живуть нижче рівня бідності.
3. У Британії частина населення не хизується власним добробу-
том, у той же час інша його частина не соромиться своєї бідності.
4. Однак, коли звістка про збільшення відсоткового співвід-
ношення бідних родин привернула до себе увагу широких кіл
громадськості, уряд не пообіцяв розв’язати це питання.
5. Незважаючи на економічний спад, Британія усе ще є однією
із найзаможніших країн світу.
6. Незважаючи на те, що в Британії майже не існує обробної
промисловості, Лондон усе ще є одним із центрів фінансового світу.
7. Коли люди хочуть інвестувати великі суми грошей, їх на-
самперед цікавить питання економічної стабільності в країні.
8. Однією з причин збільшення майнової нерівності в Британії
є підвищення податкових ставок.
9. За короткий проміжок часу основна податкова ставка зни-
зилася із сорока до двадцяти п’яти відсотків.
10. Хоча більше половини британського населення є непрями-
ми інвесторами, більшість із них не має найменшого поняття про
те, що відбувається у вищих фінансових колах країни.
11. Для більшості людей гроші асоціюються з готівкою в їхніх
кишенях і їхньому рахунку в одному з банків.
12. Не в кожного дорослого є рахунок у банку. Наприкінці два-
дцятого сторіччя майже тридцять відсотків населення користува-
лися послугами банків.
13. Однак із тенденцією, яка збільшується, платити зарплатню
чеком, а також із появою банкоматів, більшість населення корис-
тується послугами банків.
14. Зараз банківський прибуток збільшився на п’ятдесят відсотків,
у той час як банківська комісія зросла до сімдесятьох відсотків.

XVI. Read, translate and learn the following dialogue, dramatize

it in class.
M. As far as I understood Britain used to have one of the most equi-
table distributions of wealth in Western Europe.
N. Yes, you are right. But by the early 1990s the situation changed
and nowadays it has one of the least equitable distributions of
wealth in Europe.
362
M. So the rich got richer. Some surveys suggest that the gap be-
tween the richest 10 % of the population and the poorest 10 % is
as great as it was in the late nineteenth century.
N. I read that large numbers of households are living below the
‘poverty line’, which means that they do not have enough money
for basic things such as food and heating.
M. You know that class and wealth do not run parallel in Britain, so it is
not a country where people are especially keen to flaunt their wealth.
N. Yes, and similarly, people are generally not ashamed to be poor.
Of course, they don’t like being poor, but they do not feel
obliged to hide the fact.
M. It is surprising for an ‘advanced’ country. And even when news
of its increasing extent came to wider public attention, the gov-
ernment neither pretended that greater poverty did not exist, nor
promised to do anything radical about it.
N. Do you know what the government did? It issued, through the
Ministry of Agriculture, a suggested diet, which it claimed even
the poorest could afford.
M. I remember, that there were public comments about the patroniz-
ing nature of this action, but criticism in the press concentrated on
how unrealistic the diet was, on how the figures didn’t add up.
N. So, wealth and poverty are relative concepts.
M. But despite its relative economic decline, Britain is still one of
the wealthiest places in the world.
N. As they say, the empire has gone, the great manufacturing in-
dustries have nearly gone, but London is still one of the centres
of the financial world.
M. The reason for this is not hard to find.
N. But when people want to invest a lot of money, what matters to
them is an atmosphere of stability and a feeling of personal trust.
M. Yes, and these are the qualities to be found in the ‘square mile’
of the old City of London.
N. I remember it has one of the largest concentrations of insurance
companies, merchant banks, joint-stock banks and stockbrokers
in the world.

XVII. Complete the open dialogue.

A. ...
B. Although more than half of the British population has money in-
vested in the city indirectly, most people are unaware of what
goes on in the world of ‘high finance’.
363
A. ...
B. To most people, money is just a matter of the cash in their pock-
ets and their account with one of the ‘high street’ banks.
A. ...
B. Many people still prefer to use their National Savings account
at the post office or one of the country’s many building socie-
ties.
A. ...
B. With the increasing habit of paying wages by cheque and the ad-
vent of cash dispensing machines, a majority now does so.
A. ...
B. An indication of the importance of bank accounts in people’s
lives is the strong dislike of the banks that has developed.
A. ...
B. The newspapers carried horror stories about their practices.
A. ...
B. Nowadays banking profits rose by 50 % while charges to cus-
tomers rose by 70%.
A. ...
B. It is often difficult for people to do anything about bank charges
— if they try to discuss them with their bank, they get charged
for the phone calls and letters!
A. ...
B. So far, the one clear improvement has been in bank opening
times.
A. ...
B. These used to be from nine-thirty to three-thirty, Mondays to Fri-
days only. Now, many banks stay open later and also open on
Saturday mornings.

XVIII. Discuss with your fellow students

1. Britain’s economic power in the 21st century.

2. The role of different sectors in the economy of the United King-
dom.
3. The great manufacturing industries have nearly gone, but Lon-
don is still one of the centres of the financial world.

364
 XIX. Role play

The lecturer asks his students about the British economy.

speaks about Great Britain is no longer the leading im-

Student 1
perialist power it used to be.
Student 2 the distributions of wealth in Western
Europe.
Student 3 the increasing disparity of wealth.
Student 4 money is just a matter of the cash in the
pocket.
Student 5 the role of banks.

365
 Unit

PART I
CHIEF INDUSTRIES OF
THE UNITED KINGDOM

Manufacturing continues to play an important role in the UK

economy, even though service industries generated 3,8 times as much
Gross Domestic Product (GDP) and over five times as much employ-
ment. Important industries include chemicals, plastics, pharmaceuti-
cals, electronics, motor vehicles and components, aerospace, offshore
equipment, and paper and printing, where British companies are
among the world’s largest. Facing strong competition in overseas
markets from newly industrialized as well as from other developed
countries, manufacturing has undergone considerable reorganization
to improve competitiveness.
The general location of industry has changed little in recent years.
As before, four-fifths of industrial and agricultural production is con-
centrated in England. Simultaneously, in the national outlying regions
of Wales, Scotland and Northern Ireland the rate and level of the de-
velopment of industry are obviously lower than in England. In the
postwar years this gap between England and the outlying regions has
increased, because of the decline of the traditional industries such as
coal-mining, ship-building, ferrous metallurgy, textiles which are
heavily concentrated in Scotland, Wales and Northern Ireland.
The Government’s energy policy is based on diversity of sources
and on sustained and secure energy production at competitive prices,
within a framework where competition can flourish, markets can op-
erate efficiently for the benefit of suppliers and consumers, and the
UK can make use of its indigenous resources.
The electricity and gas markets in Great Britain are open to full
competition, with the aim of giving consumers a choice from a grow-
ing number of suppliers.
Electricity is mainly generated by conventional steam power sta-
tions, gas turbines and oil engines (about 75%). Nuclear plants make
366
up about 25% of the electricity generated, while the share of hydro-
electric plants is only a little more than 1%. Much attention is being
paid to the development of nuclear power. It generates about one sixth
of the world’s energy and over a third of Europe’s. The Government
sees nuclear power as having an important role well into the future.
Metals and Fabricated Metal Products. The Industrial Revolu-
tion in the UK was based to a considerable extent on the manufacture
of iron and steel and heavy machinery. These sectors remain impor-
tant parts of the industrial economy. The major areas of steel produc-
tion are concentrated in south Wales and northern England, with sub-
stantial processing in the Midlands and Yorkshire. Major restructuring
in the steel industry took place during the 1980s and 1990s. Metals
can be recycled many times; every year the British metals recycling
industry processes about 8 million tones of scrap metal.
Over three-quarters of UK steel exports go to other EU Member
States. Germany is the UK’s biggest market. Corus, Europe’s third
largest steelmaker and the seventh largest in the world, employed
33,200 people in the UK at the end of June 2000 and produced 85% of
the UK’s total crude steel. Its output is based on strip mill products,
plate, sections, specialist engineering steels, bars, wire rods and tubes.
Products manufactured by other UK steel companies include rein-
forcing bars for the construction industry, wire and wire products. The
production of special steels is centered on the Sheffield area and in-
cludes stainless and alloy special steels for the aerospace and offshore
oil and gas industries.
Britain’s non-ferrous metal processing and fabricating industry is
one of the largest in Western Europe. Its major products are alumi-
num, secondary refined copper, lead and primary zinc.
Machinery and Equipment. Mechanical machine-building is an
area in which British firms excel, especially internal combustion en-
gines, power transmission equipment, pumps and compressors,
wheeled tractors, lawn-mowers, construction and earth-moving
equipment and textile machinery.
The UK is a major producer of industrial engines, pumps, valves
and compressors. Companies manufacture steam generators and other
heavy equipment for power plants.
Production of office machinery and computers rose by 274% be-
tween 1990 and 2000. Many of the world’s leading overseas-based
multinational electronics firms have substantial manufacturing in-
vestment in the UK. The main electronic consumer goods produced
are television sets with an increasing proportion of widescreen and
digital sets. High-fidelity audio and video equipment is also produced.

367
 The computer industry in the UK is the largest in Europe, produc-
ing an extensive range of systems for all uses.
A broad range of other electrical machinery and apparatus is pro-
duced in the UK by both British and foreign companies covering
power plant, electric motors generators, transformers, switchgear, in-
sulated wire and cable and lighting equipment.
Motor Vehicles. Around 720.000 jobs are dependent on the UK
automotive industry. There are around 40 motor vehicle manufactures
in the UK. Seven groups now dominate car output, accounting for
99% of the total: Ford, Vauxhall, Peugeot, Honda, Nissan, Toyota and
the newly independent MG Rover.
Since 1997 motor vehicle manufacturers have announced over £ 4
billion in new capital investment in the UK, which is expected to cre-
ate over 10.000 new jobs.
The main truck manufacturers are Paccar and ERF, now owned by
MAN of Germany.
Medium-sized vans are manufactured by LDV at Birmingham, Ford
at Southampton and by the new GM/Renault joint venture in Luton.
The merger of the UK bus manufacturing interests of Mayflower
and Henlys to form Transbus has resulted in a powerful new group
able to compete successfully in European and other world markets.
The Chemical Industry. The Chemical Industry is one of the
primary manufacturing sectors in the UK.
It is a diverse industry, with important representation in all princi-
pal chemical sectors ranging from bulk petrochemicals to low-
volume, high-value specialized organics. It includes key industrial
materials such as plastics and synthetic rubber, and other products
such as man-made fibres, soap and detergents, cosmetics, adhesives,
dyes and inks, and intermediates for the pharmaceutical industry. Lu-
bricating oils and greases, fertilizers and mineral oil refining are in-
cluded within this group of industries. The Chemical industry is de-
veloping intensively and accounts for about 16% of British
manufacturing exports, placing the country among the major Chemi-
cal exporting nations of the world.
Shipbuilding and Marine Engineering. The UK merchant ship-
building industry, located mainly in Scotland and northern England,
consists of some 19 years employing in the region of 3500 to 4.000
people, producing ships ranging from tugs and fishing vessels to fast
ferries and large specialist craft far offshore exploration and exploita-
tion work.
Ministry of Defence announced orders for the construction of troop
landing ships and troop carriers which will safeguard and create thou-

368
sands of jobs at UK shipyards. Overall shipyards employ about
26.000 people and tend to concentrate around Southampton, Liver-
pool, Newcastle upon Tyne, Glasgow and Belfast.
Aerospace and Defence. The UK’s aerospace industry is one of
the few in the world with a complete capability across the whole
spectrum of aerospace products and technology.
Industry activities cover designing and constructing airframes,
aero-engines, guided weapons, space satellites.
The UK has the Western world’s second largest defence manufac-
turing industry after that of the United States.
Short Brothers, the third largest civil aircraft manufacturer in the
world, employs about 6.000 people. The Company is engaged in de-
sign and production of major civil aircraft sub-assemblies, advanced
engine nacelles and components for aerospace manufacturers.
Textile and Clothing Industry. The sector has been adversely af-
fected by imports from low labour-cost suppliers. UK manufacturers
have modernised their domestic operations to meet this challenge.
Firms have shifted into higher-value products to benefit from the
UK’s strengths in fashion, design, product and process innovation,
and information technology.
The textile industry has a high degree of regional concentration, re-
flecting the traditional centres for this sector: cotton textiles in the
North West, fine knitwear in Scotland, linen in Northern Ireland,
woolens and worsteds in Yorkshire and Scotland, and knitted fabrics
in the East Midlands. The clothing industry is more dispersed
throughout the UK, but also has significant concentrations in the
Midlands north and east London and the North East.
The principal textile and clothing products are yarns, woven and
knitted fabrics, interior textiles, technical textiles, carpets and a full
range of clothing (including knitwear). The UK produces fabrics and
technical textiles which include non-wovens for filtration and absorb-
ency, textiles used in construction, automotive textiles, sewing thread,
rope and medical healthcare textiles and a very wide range of fabrics
used in the automotive, aviation, aerospace and defence sectors.
The clothing industry is more labour-intensive than textiles. Al-
though a broad range of clothing is imported, British industry still
supplies about two-fifths of domestic demand.
Leather and Footwear Industry. Britain is home to some of the
world’s leading footwear brands. UK shoemakers are renowned for
high-quality formal footwear, youth street fashion footwear, safety
and protective footwear, high-quality children’s shoes and made to
order shoes. Great Britain is the world’s largest exporter of both

369
leather and leather footwear. About 200,000 people are employed by
the leather and footwear industries which produce over 200 million
pairs of boots and shoes. The factories are scattered throughout the
country, the main regions and centres being Midland England, Lon-
don, Bristol.
Paper, Printing and Publishing. Output has been fairly constant
in recent years. Hundreds of different grades of paper and board are
converted into a wide range of products for use in industry, com-
merce, education, communications and distribution, and in the home-
such as tissues for household and personal use — together with a host
of specialty papers which are subsequently coated, sensitised or lami-
nated. The paper and board industry has influential monopoly groups
while the printing industry has many small businesses. Much pub-
lishing, and printing employment and output is carried out in firms
based in south-east England. Mergers have led to the formation of
large groups in newspaper, magazine and book publishing. The Brit-
ish book-publishing industry is a major exporter.
Food, Drink and Tobacco Industry. The sector has accounted for
a growing proportion of total domestic food supply since 1940s. The
largest concentration of enterprises is in the production of bread,
cakes and fresh pastry goods, followed by those engaged in process-
ing and preserving meat and meat products. The greatest number of
food and drink manufacturing jobs are in the South East and London
(15,8% of the total for Great Britain), Yorkshire (13,8%) and the
North West (12,5%).
Spirits production gives Scotland the highest concentration of
employment in the alcoholic and soft drinks manufacturing indus-
try, with a significant proportion of jobs in its economically de-
prived rural areas.
Among the best-known companies involved in food and drink
manufacturing and processing are Unilever, Cadbury Schweppes,
Nestle, Associated British Foods, Tate and Lyle and others. Special-
ist small and medium-sized firms in the food and drink manufactur-
ing industry thrive alongside these large concerns, supplying high-
quality ‘niche’ products, often to small retail outlets, such as delica-
tessens.
Frozen foods and chilled convenience foods, such as frozen potato
products and ready-prepared meals, fish and shellfish dishes, salads
and pasta, together with yogurts, desserts and instant snacks, have
formed some of the fastest growing sectors of the food market in re-
cent years. Many new low-fat and fat-free items are being introduced,
ranging from dairy products to complete prepared meals.

370
 Vocabulary notes
engineering, n
electric (al) engineering
mechanical engineering
aerospace industry
aircraft industry
automotive industry
motor industry
extractive industry
food processing industry
iron-and-steel
ferrous metallurgy industry
(metal) fabricating industry
manufacturing industry
mining industry
primary industry
output levels
flow of output
manufacturing output
total output
annual output
overseas, adj.
non-ferrous metals
merger, n
processing, n
recession, n
resource, n звич. pl
resource immobility
allocation of resources
capital resources
human (labour) resources
limited resources
natural resources
productive resources
scarce resources
машинобудування
електротехніка; електротехнічне
машинобудування
машинобудування; технологія маши-
нобудування
авіаційно-космічна промисловість
літакобудування
автомобільна промисловість
добувна промисловість
харчова промисловість
чорна металургія
металообробна промисловість
обробна промисловість
гірнича промисловість
добувна промисловість; провідна галузь
рівні виробництва
випуск продукції
обсяг виробництва переробної про-
мисловості
загальний обсяг продукції; валовий
випуск
щорічний, річний випуск
закордонний, зарубіжний
кольорові метали
об’єднання, злиття, поглинання
обробка
спад, занепад, зниження
ресурси, запаси
обмежена мобільність або брак мо-
більності ресурсів
розподіл ресурсів
капітал
людські, трудові ресурси
обмежені ресурси
природні ресурси (багатства)
виробничі ресурси
недостатні (дефіцитні) ресурси
371
 I. Match the words from the text with their corresponding defini-
tions on the right.

1) convenience goods a) a decline in the Real Gross Domestic Prod-

uct (GDP) for a period of at least six months.
During a recession, businesses produce fewer
goods and services
2) gross national b) quantity of goods and services produced or
product provided by a business organization or economy
3) recession c) a material source of wealth, such as timber,
fresh water, or a mineral deposit, that occurs
in a natural state and has economic value
4) output d) the domination of a market for a particular
product or service by a single company,
which can therefore restrict competition and
keep prices high
5) monopoly e) goods which are purchased by consumers
at fairly short, regular intervals, e.g. groceries
6) natural resource f) the total value of all goods and services
produced by a nation in a certain period of
time, usually one year
7) major equipment g) a technology in which machines and
equipment do most of the work
8) labour-intensive h) the progressive weakening of the contribu-
technology tion of manufacturing industry to the national
economy
9) capital-intensive i) large tools and machines used for produc-
technology tion purposes
10) de-industrialization k) a technology in which people must do most
of the work
11) manufacturing l) the purchase of one corporation by another
sector
12) merger m) selling and shipping raw materials or
products to other nations
13) exporting n) the part of economy that produces goods
(as opposed to services)

II. Complete the following sentences:

1. In the postwar years the gap between England and the outlying
regions has increased because…
2. Electricity is mainly generated by…

372
 3.The Government’s energy policy is based on…
4.The UK’s textiles, clothing and footwear industry has been ad-
versely affected by imports from low labour-cost suppliers that’s
why…
5. The major products of Britain’s non-ferrous metal processing
and fabricating industry are…
6. Major restructuring in the steel industry resulted in…
7. Production of office machinery and computers…
8. The computer industry in the UK is…
9. … now dominate car output, accounting for 99 % of the total in
the UK.
10. Motor vehicle manufacturers have announced over ₤ 4 billion in
new capital in the UK, which is expected…
11. The UK’s defence manufacturing industry is…
12. The Chemical industry is developing intensively and…
13. The general location of industry…
14. A pioneer in the Industrial Revolution, the former «world work-
shop», Britain today is…
15. Nuclear power generates about…
16. To improve competitiveness manufacturing in Great Britain…
17. The Industrial Revolution in GB was based mainly on…

III. Match the worlds on the left with their synonyms on the
right. There may be more than one synonym of one word:

focus
effective consequential
complex requirement
concentrate difficult
important useful
demand disclose
reveal influential
depreciation rise
declining increase
overall diminution
options develop
generate wear
growth alternatives
deterioration

373
 IV. Supply the correct word from the box for each space in the
sentences of the text given below:

pipelines transportable consumption purposes ashore

users submarine choose transmission demand
electricity supply products stations refineries
accuracy production consumers balancing grid
areas reserves networks sector licences
household declining producer significant purchase
sale competition supplier world

ENERGY AND NATURAL RESOURCES

Offshore natural gas, which is distributed through 5,600 km of

high pressure _______, is used by industries which require a fine de-
gree of _______, but, because it is easily _______, it has not created
industrial ______ in the way coal did. About half of the national
______ is used for industrial and commercial ______, and the re-
mainder for ________ use. The industry was sold back to the private
_______ as British Gas Plan 1986.
Britain is the world’s sixth largest oil _____ and, although produc-
tion is expected to start _______ slowly, Britain should remain a
______ producer in the twenty-first century. About 80 % of offshore
_______ is brought ______ by ______ pipeline to one of the 14
_______. There are also a series of onshore pipelines, which carry re-
fined ______ to major marketing ______.
The main ______ of Britain’s declining coal industry, which still
has considerable _______ are the thermal power ______, which in
2002 accounted for 78 % of total consumption to produce roughly
one-third of Britain’s ______. Only 3 % was used by domestic _____.
Britain was the first country in the ______ to have a public _____
of electricity. Nowadays over 60 companies held generation ______
in England and Wales. The National Grid Company (NGC) owns and
operates the ______ system, and is responsible for _______ electricity
supply and ______.
Distribution _______ transfer of electricity from the national
_____ to consumers via local ______ is carried out by the 12 regional
electricity companies (RECs) in England and Wales. Supply — the
_____ of electricity from generators and its _______ to consumers —

374
has been fully open to ______ since 1999. All consumers in Great
Britain, including 24 million homes and 2 million small businesses,
are free to ________ their electricity ________

V. Make up sentences of your own with the words and expres-

sions given below:

at the end of their the rapid development effectively, adv.

active lives a growing source of production, n.
to dismantle safely employment location, n.
powerful to encourage industrial recession, n.
environmentally- development
result in, v.
friendly ways to adapt to new stan-
dards vital, adj.
the proportion of
Britain’s exports a major factor in deci-
the decline in heavy sion-making
industry the total number of
people employed

VI. Make up questions to which the following statements will be

answers («Control of Industry»):

Q. …………………….
A. Up to 1945 nationalisation had been on a relatively small scale,
but the Labour Government that came to power in that year was
committed to a comprehensive nationalisation programme.
Q. …………………….
A. In 1946 coal mines and civil aviation were taken over by the
State.
Q. …………………….
A. The Transport Act of 1947 nationalised the railways, canals and
some road transport, while in 1949 gas and iron and steel were
added to the list.
Q. …………………….
A. In 1954 the Conservatives set up the United Kingdom Atomic
Energy Authority to develop nuclear power for peaceful pur-
poses. In 1971 the Government nationalised Rolls Royce when
financial difficulties drove the company into liquidation.
375
Q. …………………….
A. It can scarcely be said that the nationalised industries have had
an easy history. The establishment of the public sector and its
role has produced a great deal of discussion in Parliament, in
board rooms throughout the country and in a large number of
other places.
Q. …………………….
A. One of the issues that has caused most argument is how the pub-
lic industries, should be run. The fundamental question here is
whether they should be expected to make a profit or whether
they should be operated primarily as a public service, being sub-
sidised when necessary by the government.
Q. …………………….
A. This problem is well illustrated by the railways. When the rail-
ways were nationalised by the Transport Act of 1947 they had
been making a loss for a number of years.
Q. …………………….
A. Public ownership did not change the situation, and the question
of profit versus public service was soon being hotly debated.
Q. …………………….
A. The Act said that they should pay their way but a large labour
force, outdated equipment and a large number of uneconomic
branch lines made this difficult to achieve.
Q. …………………….
A. A number of companies, including British Aerospace, Cable and
Wireless, the National Freight Consortium, Britoil, British Telecom,
British Gas and other power companies have been privatised.
Q. …………………….
A. The sale of all these organizations has caused a great deal of po-
litical debate in the country; critics of the policy have claimed
that shares were sold too cheaply.

VII. Answer the questions. Begin your answers with:

As far as I can remember… I remember quite clearly that… The

point is that… I believe you know that… From what I remem-
ber… I am of the opinion that… To my way of thinking… I must
admit that… I am inclined to think that… There is no doubt
that… It is common knowledge that… Perhaps, I could begin by
saying that… I should say that… It stands to reason that…

376
 1. What is the role of manufacturing in the development of the
economy?
2. What is the role of private enterprise in Britain’s industry?
3. What are the main problems facing the textile and clothing in-
dustry in the country?
4. List the main branches of engineering in Britain and describe
their development.
5. What is the Government’s energy policy based on?
6. Why does iron and steel industry remain an important part of the
industrial economy of the country?
7. What place does the UK’s aerospace industry take in the indus-
trial economy of the country?
8. What are the areas of the general location of Britain’s industry?

VIII. Agree or disagree with the statements. Give your reasons.

The following phrases may be helpful:

I am fully in favour of… supporting this statement…

I think the idea deserves our I am sorry, I disagree entirely...
backing… I’m sorry, I have to disagree...
You are absolutely right. That’s not right I’m afraid…
I entirely agree… I’m not sure I can go along with
There is a lot of truth in… you on that
I can see no reasons for

1. By the early years of the nineteenth century Britain had won a

commanding lead over the rest of the world as far as industrialization
was concerned and its lead proved to have been durable.
2. The general location of industry has changed little in recent
years.
3. Manufacturing doesn’t play a vital role in the economy of the
United Kingdom.
4. Manufacturing has undergone considerable reorganization to
improve competitiveness in overseas markets.
5. Textiles and Clothing Industry positioned itself as a strong com-
petitor in the world market.
6. Leather and Footwear Industry isn’t well-developed in Great
Britain. It doesn’t play a decisive role in the export of the country.
7. The output in Paper, Printing and Publishing Industry hasn’t
been constant in recent years.
8. Over three-quarters of UK steel export go to the USA.

377
 IX. Translate into English:

1. Щодо зайнятості населення і внеску до внутрішнього вало-

вого продукту обробна промисловість Великобританії продовжує
відігравати важливу роль.
2. Об’єм виробництва будівельного обладнання Великобрита-
нії найбільший в Європі.
3. Великобританія — батьківщина провідних світових брендів
взуттєвої промисловості.
4. Металообробна промисловість Великобританії — одна з
найбільших в Європі.
5. Фармацевтична промисловість Великобританії, що базуєть-
ся в основному на південному сході, північному заході і сході
Англії, займає третє місце в світі щодо експорту ліків.
6. Автомобільна промисловість стикається з багатьма серйоз-
ними проблемами з кінця 60-х років.
7. Конкуренція з боку таких країн, як США, Німеччина і Япо-
нія, зросла до такого розміру, що більш ніж половину внутріш-
нього ринку займають імпортовані автомобілі.
8. Вугілля все ще забезпечує значну частку основних енерге-
тичних потреб країни — 32 % електропостачання у 2000 році бу-
ло за рахунок вугілля.
9. Політика Уряду Великобританії щодо енергетики базується
на різноманітності джерел енергії та безперервному і безпечному
виробництві енергії за конкурентноспроможними цінами.
10. Понад 60 % внутрішнього ринку електрики ЄС відкрито для
конкуренції. Великобританія, Фінляндія, Німеччина і Швеція за-
провадили право вибору споживача для всіх вітчизняних, проми-
слових і комерційних замовників.

X. Act as an interpreter:

Dialogue А

A.: Manufacturing continues to play an important role in the UK

economy, even though service industries generated 3.8 times as
much Gross Domestic Product (GDP) and over five times as
much employment in 2000.

378
B.: Це насправді так. Думаю, що я не відкрию великого секрету,
коли скажу, що до важливих галузей промисловості нале-
жать хімічна, аерокосмічна, фармацевтична, електронна, ав-
томобільна галузі, де британські компанії є серед найбіль-
ших в світі.
А.: As far as I know, manufacturing accounted for 18,7 % of gross
value added in 2000 and for 15,2 % of employment (3.9 million
people) in the UK at the end of December 2 000.
B.: Цифри дійсно вражають, але мені відомо, що занепад на по-
чатку 90-х призвів до скорочення обсягу виробництва пере-
робної промисловості.
А.: You are quite right. But it began to rise again in 1993. By 1999
the volume of output was 10 % above the level in 1992, rising
by a further 1,6 % in 2000. Some industries, notably electrical
and optical equipment but also chemicals and rubber and plastic
products, have achieved substantial growth following the reces-
sion.
В.: Однак, обсяг виробництва інших галузей, таких, як тексти-
льна і шкіряна, залишається набагато нижче рівня 1990 року.
А як справи в будівельній промисловості?
A.: The construction industry contributed 5,2 % of gross value added
in 2000. Following a period of marked decline as recession af-
fected the industry in the early 1990s, output picked up and was
11,8 % higher in 2000 than in 1993, although still a little below
pre-recession levels.

Dialogue В

А.: Давай поговоримо про продукцію з резини та пластмаси,

оскільки вона користується великим попитом на світовому
ринку, а, наскільки я знаю, Великобританія має добре розви-
нену галузь по виробництву такої продукції.
В.: With pleasure. You are aware of the fact, I’m sure, that rubber
products include tyres and tubes, pipes, hoses, betting and floor
coverings, many of which have applications in the automotive in-
dustry.
A.: А тобі відомо, скільки людей працює в цій галузі і які фірми
є найбільшими виробниками цієї продукції?
379
B.: Certainly. The industry employs around 40.000 in 1.000 enterprises.
The largest firms in this sector are major tyre manufacturers such as
Goodyear, making tyres in the UK since 1927, and Michelin.
А.: Наскільки я знаю, целюлозний нітрат або целулоїд був пер-
шою продукцією з пластмаси, яка досягла справжнього успі-
ху і була вперше представлена на Великій Міжнародній Ви-
ставці в Лондоні в 1862 році.
В.: Well, since then plastics have made great advances and have a
multitude of applications today.
А.: Це так, безперечно. Пакувальна промисловість — найбіль-
ший користувач, яка відповідає за 36 % ринку, за нею йде
будівельна (23 %), товари електротехнічної та електронної
промисловості (11 %), та транспортна промисловість.
B.: The UK’s plastics industry continues to be a world leader in ma-
terial specification and design, with new processes allowing
stronger plastics to replace traditional materials and develop new
applications. British Polythene Industries manufacture products
such as carrier bags, sacks and shrink film. Linpac’s output in-
cludes trays, fast food packaging, egg cartons and disposable ta-
bleware.

Dialogue С

A.: В Середні Віки Великобританія, як і решта держав Європи,

була сільською країною. Більшість населення проживало в
селах або маленьких сільських поселеннях і для забезпечен-
ня своїх життєвих потреб покладалось на сільське господар-
ство.
В.: Я знаю з історії, що в 16-му і 17-му сторіччях в політичному
і економічному житті країни відбулися великі зміни.
А.: Це вірно. Але оскільки розвиток техніки не йшов в ногу з
цими змінами, спосіб життя не дуже змінився.
В.: Однак так було до початку 18-го сторіччя. Технологічні
розробки почали наздоганяти зміни в політико-економічний
системі. Існування порівняно складної фінансової структу-
ри, через яку можна було отримати кредит, зробило дуже
багато для того, щоб стимулювати розвиток торгівлі і про-
мисловості.
380
А.: Були й інші важливі фактори, які сприяли цьому — це
щедре постачання сировини, такої як вугілля і залізна ру-
да, внаслідок чого Великобританія зайняла ведуче місце
щодо індустріалізації країни над рештою країн світу і при-
ступила використовувати своє положення в своїх інтере-
сах.
В.: Я повністю з тобою згоден. Але я знаю, що це лідерство не
потрималось довго. На початку 20-го сторіччя воно було пе-
рехоплене Сполученими Штатами і Німеччиною. Велико-
британія втратила своє минуле положення ведучої індустріа-
льної держави світу.
А.: Так, так, безперечно. Будучи піонером Індустріальної Рево-
люції, «світовою майстернею», Британія сьогодні на п’ятому
місці щодо розміру валового національного продукту серед
найбільш розвинених країн світу.

Dialogue D

Complete the open dialogue:

A.: You know, I am going to take part in a question and answer ses-
sion about Chief Industries of the United Kingdom to be arranged
next week.
B.: Oh, I can give you some background information on the topic be-
cause I read a lot about it. The general location of industry … …
… in recent years. As before, four-fifths of industrial and agri-
cultural production is concentrated in … .
A.: And what about the rate and level of the development of industry
in the … … regions of … … and … … ?
B.: Oh, they are obviously … than in … . In the postwar years this
gap between … and the … … has … .
A.: Was that because of the … of the traditional industries such as …
… , … … , … … and …?
B.: You are quite right. They are traditionally concentrated in Scot-
land, Wales and Northern Ireland.
A.: Thank you very much. Now I am well-equipped for the session.

XI. Compose your own dialogues.

381
 XII. Read the following text and give a short summary of it:

WATER COMPANIES

The 24 water companies across England and Wales have statutory

responsibilities for public water supply, including quality and suffi-
ciency. Ten of these companies are also responsible for public sewer-
age and sewage treatment.
The Water Industry Act 1999 prohibits water companies from dis-
connecting households, as well as other premises vital to the commu-
nity. It also protects water customers, such as low-income families,
the elderly and the disabled, who are vulnerable to hardship because
of high bills for metered water. Since 1989 water bills have risen by
more than a third in real terms. The Government’s draft Water Bill,
published in November 2000, comprises clauses to encourage the effi-
cient use of water, including changes to the licensing system for water
abstraction (with increased penalties for abstraction and impounding
offences), and provisions to improve the regulation of the water in-
dustry and promote the interests of consumers.
Watermark, a government-backed initiative, aims to develop a da-
tabase that will give the public sector, which has a water bill of £600
million a year, reliable benchmarks against which to measure its con-
sumption. Such data, it is estimated, could save £60 million of this
amount.
During 2000-05 the Government requires the water companies to
pay for a capital investment programme costing an estimated £15.6
billion, including £7.4 billion on improving water quality and on
meeting new UK and EU environmental standards. It also wants to
ensure that customers do not have to face unreasonably high bills.
Of some 2.8 million tests on drinking water in England and Wales
in 1999, 99.82% met standards that are in some cases stricter than
those in the 1980 EC Drinking Water Directive. A new EC Directive,
adopted in 1998, requires Member States to meet a number of even
more stringent standards, for example an obligation to ensure maxi-
mum concentrations of lead in water of 25 microgrammes per litre
within five years and 10 µg/1 within 15 years.
The Drinking Water Inspectorate (DWI) checks that water compa-
nies meet the drinking water quality regulations. Enforcement action is
taken when there are infringements of standards. The DWI also investi-
gates incidents and consumer complaints about quality, and initiates
prosecution if water unfit for human consumption has been supplied.
382
 The Government has proposed to extend the opportunities for
competition in the water industry in England and Wales, but will take
steps to safeguard water quality, public health and wider social poli-
cies. These proposals will license new entrants in the market for pro-
duction and retail activities, while the incumbent water companies
will remain vertically integrated statutory undertakers. A consultation
paper setting out the regulatory and legislative framework will be
published in autumn 2001. By September 2000 eight ‘inset appoint-
ments’ had been made, under which a water company can seek to be
appointed to supply customers in the area of another appointed water
company. Five of these appointments involve Anglian Water, and one
a new entrant. Since April 2000 every water company has been sub-
ject to the Competition Act 1998, which could result in others using
its pipe network to supply customers. In August 2000 the Government
lowered the ‘inset’ threshold, allowing customers who use between
100 million and 250 million litres a year-such as hospitals and univer-
sities-to seek alternative suppliers.

PART II
AGRICULTURE IN BRITAIN

Before the Second World War Britain produced one-third of its

total food requirements. In the 1980s home production of the principal
foods amounted to two-thirds. Britain today is self-sufficient in milk,
eggs, potatoes, barley and oats. Also a large proportion of meat and
vegetables is home-produced. Home-produced flour, cheese, bacon
and ham meet half of the country’s needs.
Farming depends on many physical factors, such as relief, climate
and soil. Britain can be divided into «highland» and «lowland» by an
irregular line running across the country from Newcastle to Sheffield
and Bristol. To the west and north of this line lie most of the moun-
tains and hills. To the east and south lies lowland Britain. As the pre-
vailing rain-bearing winds hit Britain from the west, it is easy to un-
derstand that highland Britain experiences a much higher rainfall than
the rest and thus can be used for hill-farming (north Wales and west
Scotland). Areas with much less rainfall and altitude are suitable for
arable farming and intensive livestock farming.
The increasing use of intensive methods of production in agricul-
ture has led to greater specialization. Three-fifths of the farms in Brit-
ain are devoted mainly to dairying or beef cattle and sheep; one in six
383
is a cropping farm and the remainder specialize in pigs, poultry or
horticulture, or are mixed farms. It follows then that Britain’s farming
is predominantly based on livestock production.
Cattle Farming. Dairying occurs widely, but there are concentra-
tions in the western parts of the country, where the wetter climate en-
courages the growth of good grass (the western parts of England,
South-west Scotland, South-west Wales and Northern Ireland). About
80 % of home-produced milk and 65 % of beef production derive
from the national dairy herd, in which the Frisian breed is predomi-
nant. Sheep farming is concentrated in the hill and moorland areas of
highland Britain. The country has a long tradition of sheep production,
with more than 40 breeds (e.g. the famous Leicestershire breed). Pig
breeding is carried on in most parts of England (especially in the
northern, eastern and south-eastern countries) and in Northern Ireland.
Pig meat is mainly used for bacon.
Arable Farming. Arable crops grown in Britain include cereals
(wheat, barley, oats), potatoes, sugar beet and fodder crops (turnip,
swede, kale). There are 12 million hectares of cultivated land under
crops and grass. Since the 1960s the area under barely has increased
by 75 % (in recent years the crops have been used for malting). The
total area of fodder crops has fallen because farmers can provide
winter feed by increased grass production. Arable crops are generally
grown in the eastern part of the country, which is drier and has more
sunshine (eastern and south-eastern countries of England and the
lowlands on the east coast of Scotland). Wheat and barely are the
main cereals grown in this area. Though potatoes are grown in most
parts of Britain, potato growing on a large scale mark the farming of
the Fens and the Thames and Humber valleys.
Horticulture. Horticultural crops (fruit, vegetables and flowers)
are largely grown on specialized holdings, but some are produced on
arable farms.
Field vegetables are the most important horticultural sector and are
widely spread over the country, with the most intensive concentrations
in the Thames Valley. Dessert apples are the most important fruit crop.
Britain is one of the few countries which grow varieties of apples espe-
cially suitable for cooking; these are produced in England and Northern
Ireland. Some high quality pears are produced in the east and south-east
of England. Cherries and plums are grown in Kent. Around the city of
Perth is the largest concentration of raspberry plantations in the world.
Strawberries are the most widely grown soft fruit.
Early in the 20th century Dutch growers introduced tulips into Brit-
ain. Today flowers and bulbs occupy some 5,000 hectares of land.

384
There are several tulip-growing regions in England. On the Isles of
Scilly the raising of flowers is the main industry, they are grown in the
open even in winter. In Lancashire the yellow, red, pink, purple and
orange fields of flowering tulips stretch for miles.
Glasshouse crops. Tomatoes form the most important glasshouse
crop, and, together with lettuce and cucumbers, represent some 95 %
of the total value of glasshouse vegetable output. Mushrooms are also
grown in specially constructed sheds in most parts of Britain, espe-
cially in south-eastern and northern England.
The UK’s Government launched a long-term strategy for the agri-
culture industry — A New Direction — In December 1999. It is de-
signed to help the farming industry become more competitive, di-
verse, flexible, responsive to consumer wishes and environmentally
responsible. The strategy aims to deliver short-term support to those
sectors hit hardest by the farming crisis and longer-term action to en-
courage industry restructuring and adaptation.
New Rural Development Programmes, implementing the EU Rural
Development Regulation, will help implement the strategy.

Vocabulary notes

arable farming хліборобство; землеробство

barely ячмінь
beef cattle м’ясна худоба
breed порода (худоби)
cattle farming розведення рогатої худоби, а також коней,
свиней, тваринництво
cropping farm рослинницька ферма
dairy farming розведення молочної худоби
fodder crops фуражні (кормові) культури
glasshouse crops тепличні культури
hill-farming землеробство на схилах
horticulture садівництво
kale капуста кормова
livestock farming розведення домашньої худоби; племінне тва-
ринництво
malting пивоваріння
pedigree племінне стадо
pig breeding свинарство
poultry breeding птаховодство
soft fruit ягода

385
 II. Read the text given below and find the equivalents of the
Ukrainian words and expressions in the box:

ділянка землі; пасовище; обгороджування; відокремлення

землі; жива огорожа; зникнення селянства; імпортувати де-
шевші продовольчі товари; землевласники; загальний сіль-
ськогосподарський випуск продукції; сільське населення;
добувати прибуток; фермер-орендар; чорнороб; великий ма-
єток (помістя); сільськогосподарський робітник, зайнятий
неповний робочий день; фермери-власники; привласнення
землі.

THE HISTORY OF UK AGRICULTURE

The existing social structure of agriculture in Britain has been

shaped by its historical development. By the end of the 15th century
serfdom in England had practically ceased to exist. As a result there
emerged a peasantry paying rent to their landlords. But many lords and
landowners were dissatisfied with the rents, and they tried to get rid of
tenants who could not pay more. It led to enclosures — the seperation
of land from common ground by putting walls or fences or hedges
round it, shutting it in on all sides, and hence its appropriation. Arable
land was turned into pastures for sheep, as wool produced high profits.
Wool became Britan’s most important export for several centuries after
this. The direct result of the enclosure movement was the loss of land
and jobs for many thousands of peasants that eventually led to the dis-
appearance of peasantry in Britain in the late 18th century.
During the Industrial Revolution Britain became dependent for its
food supply on imported agricultural produce. It became more profit-
able to import cheaper foodstuffs from overseas, mainly from Austra-
lia, New Zealand and Canada.
Nowadays the larger part of the land belongs to big landowners:
70 % of all land is in the hands of only 1 % of the population. Among
the largest landowners in the country are the Crown and the Church of
England.
The main productive forces in Britain’s agriculture are full- or
part-time agricultural labourers. Large farms produce about half of the
total agricultural output.
The rural population of Britain can be divided into four groups:
1) landlords (landed aristocracy), owning large estates and deriving

386
income from rents; 2) owner-farmers, owning farms and land, making
their living by the sale of agricultural produce; 3) tenant-farmers,
renting farms from landlords and making their living in the same way
as the owner-farmers; 4) labourers, neither owning nor renting any
land, but working for wages for the farmer.

III. Match the words on the left with their definitions on the
right. Memorize the definitions. Use the words in the sentences or
situations of your own.

1) crop a) an unskilled worker doing a job that requires

little training
2) real estate = b) a measure of an individual’s or a family’s
real property quality of life
3) self-sufficiency c) a period during which economic activity
(spending, production, investment) falls and un-
employment rises
4) surplus d) land, including all the natural resources and
permanent buildings on it
5) agriculture e) a situation where the quantity supplied is
greater than the quantity demanded
6) land f) cultivated plants or agricultural produce, such
as grain, vegetables, or fruit; the total yield of
such produce in a particular season or place
7) wages g) situation where an individual or group does
not rely on outsiders
8) standard (level) h) the practice of farming, including the culti-
of living vation of the soil (for raising crops) and the
raising of domesticated animals
9) labourer i) income derived from human labour
10) recession j) natural resources or gifts of nature that are
used to produce goods or services

IV. Complete the sentences by filling in the following table. Con-

nect the figures (1-8) with the letters (a-h).

1) Farming a) over the country, with the most

depends on … intensive concentrations in the
Thames Valley
2) As the prevailing rain-bearing b) a long-term strategy for the ag-
winds hit Britain from the west , riculture industry — A New Di-
it is easy to understand that … rection — in December 1999

387
3) Sheep farming is concentrated c) has led to greater specialization
in …
4) The total area of fodder crops d) many physical factors, such as
has fallen because … relief, climate and soil
5) Field vegetables are widely e) it is drier and has more sun-
spread … shine
6) The increasing use of intensive f) the hill and moor land areas of
methods of production in agri- highland Britain
culture …
7) The UK’s Government g) highland Britain experiences a
launched … much higher rainfall than the rest
and thus can be used for hill-
farming
8) Arable crops are mostly grown h) farmers can provide winter
in the eastern part of the country feed by increased grass produc-
because … tion

V. Make up questions to which the following statements will be

the answers:

Q. …
A. The major issue facing the farming community in the UK in 2001
was the outbreak of foot-and-mouth disease.
Q. …
A. This dealt the industry another blow, coming as it did after the
BSE epidemic (bovine spongiform encephalopathy) and then the
severe flooding, which affected many parts of the UK, especially
parts of south-east England, and areas close to the River Severn
and the Yorkshire Ouse, during autumn 2000.
Q. …
A. Farm incomes remained low in 2000, another key factor being the
further decline in the value of the euro against sterling during the year.
Q. …
A. A new Department for Environment, Food and Rural Affairs
(DEFRA) was created after 2001 General Election.
Q. …
A. It has a crucial role in promoting sustainable and competitive
food chains, both in the UK and internationally.
Q. …
A. DEFRA administers support policies agreed in Brussels which
provide around £ 3 billion a year to UK agriculture from the
European Union budget.

388
 VI. Agree or disagree with the statements. Give your reasons.
The following phrases may be helpful:

I’m dead sure of it … That’s all very well, but you’re

got to take … into account
I agree with you on the whole but Let’s face the facts
it could be said that …
There’s only one way of dealing That’s an interesting point of
with the problem … view but I’m not sure if …
I entirely agree … I’m not sure I go along with you
on that …
The obvious answer is … I should make it clear …
I’m completely behind your idea This is all very interesting but …
…
There’s a lot of truth in that ar- You haven’t convinced me that …
gument …
I’d go along with that point of That’s how you see the problem
view … but …

1. About two-thirds of all agricultural land in Great Britain is

owner-occupied; the rest is tenanted or rented.
2. In England and Wales county councils let smallholdings to ex-
perienced people who want to farm on their own account.
3. Dairy production is the smallest part of the sector, followed by
cattle and calves, and then sheep and lambs.
4. About half of full-time farms are devoted mainly to dairy farm-
ing or to beef cattle and sheep.
5. Most of the beef animals and sheep are reared in the hill and
moorland areas of Scotland, Wales, Northern Ireland and northern and
south-western England.
6. Large-scale potato and vegetables cultivation doesn’t take place
on the fertile soils throughout the UK.
7. The Government doesn’t help the farming industry become
more competitive, diverse, flexible, responsive to consumer wishes
and environmentally responsible.
8. The Government strategy aims to deliver short-term support to
those sectors hit hardest by the farming crisis.

389
 VII. Answer the questions. Begin your answers with:

There is no doubt in my mind that … I’m absolutely convinced

that … I have every reason / ground to believe that … I could
comment on the question … Unless I am mistaken … I think it
would be a good idea if we … It might be worth looking into …
I’m inclined to think that … I’m certain that … I definitely think
that …

1. What is the role of agriculture in the life of the country?

2. What does farming in Great Britain depend on?
3. What part of the population is engaged in agriculture?
4. What do you know about specialization in the UK’s agriculture?
5. How well is the country supplied with various agricultural pro-
duce?
6. What are the most important crops grown in Britain?
7. Why has the total area of fodder crops fallen in recent years?
8. What do you know about a long tradition of sheep production in
the country?
9. Where is dairy-farming concentrated?
10. What is the role of the UK’s Government in the development of
the agriculture industry?

VIII. Translate into English.

Сільське господарство в Об’єднаному Королівстві ще ніколи

не було таким процвітаючим, як сьогодні. Завдяки величезним
успіхам в розвитку галузі, споживачі мають доступ до
різноманітного асортименту продуктів, вироблених вдома, їхня
якість набагато вища, ніж була раніше.
Вітчизняні продукти дешевші, ніж будь-коли, завдяки зро-
станню продуктивності виробництва, що лише декілька років то-
му здавалося неможливим.
Нескінченний потік вдосконалень у рослинництві та розве-
денні худоби добре кредитується, урожай зернових культур 2000
р. був одним з найвищих.
Виробники молочної продукції, яєць, бройлерів і свиней де-
монструють надзвичайну продуктивність. Крім того, нинішня ре-
волюція в біотехнології і генній інженерії означає, що успіхам не
видно кінця.

390
 Об’єднане Королівство — світовий лідер в обох галузях, що,
безсумнівно, має величезний потенціал для вирішення багатьох
проблем сільського господарства.
Нові зернові культури, стійкі до засухи, могли б зробити за-
сушливі райони придатними для культивації, інші — могли б
протистояти шкідникам, мати кращі властивості для зберігання
та давати вищі врожаї.
Нажаль, ці технології та продукти, зокрема, генетично змі-
нені організми, викликали великі суперечки в Об’єднаному Ко-
ролівстві і в Європі в цілому. Більшість споживачів не довіря-
ють таким новим продуктам, не будучи впевненими в їхній без-
пеці, в той час, як прихильники чистого навколишнього середо-
вища побоюються, що небезпечні матеріали можуть ввірватись
в сільську місцевість ще до того, як будуть завершені відповідні
дослідження.
Однак, якщо ці побоювання будуть подолані, нинішні наукові
дослідження матимуть величезні компенсації.

IX. Render into English.

За останнє десятиріччя у Великобританії вимоги до вироб-

ників сільськогосподарської продукції значно зросли. Перед ни-
ми стоять завдання виробляти продукцію без застосування штуч-
них добрив і пестицидів, на землі, що, протягом щонайменше
трьох років, зареєстрована як екологічно чиста. Звичайно, на
такій землі і врожаї будуть нижчі, і затрати праці вищі, але попит
на таку продукцію набагато вищий.
На сьогоднішній день пропозиція на внутрішньому ринку не
може задовольнити потреб споживачів, і тому більша частина
(80 %) овочів і фруктів імпортується з інших країн, також як і
значна частина зерна для відгодовування «чистої» худоби — во-
логий клімат Великобританії ускладнює завдання отримувати ви-
сокі врожаї зернових культур без застосування хімічних добрив.

X. Read and retell the following text.

FUTURE TRENDS

Despite all these advances, the UK’s farmers are not reaping the
full rewards of the huge leaps forward in efficiency and productiv-
ity. Indeed, they are struggling with some of the most difficult
391
conditions to have hit the industry since the Great Depression of
the 1930s. one of the biggest difficulties has been the strength of
the pound compared with other currencies. This penalizes UK
farmers in two ways. Not only does it make their products less
competitive on world markets; but subsidies are calculated on the
value of the ‘green pound’. When this is weak, grants rise but when
the economy is booming funds dwindle. So recently, for example,
subsidies for programmes such as the Arable Area Payments
Scheme (AAPS) and Over 30 Months Scheme (OTMS) have fallen
considerably thanks to a revaluation based on the strong currency.
On the other hand, grants for programmes such as the Sheep An-
nual Payments Scheme (SAPS) are higher because of lower market
prices across the EU.
Like all farming within the EU, the UK’s farmers are subsidized
by the Common Agricultural Policy (CAP). This is a major bone of
contention with many other producer nations who see it as unfair state
support for European agriculture that distorts global markets. Progress
in the General Agreement on Tariffs and Trade (GATT) negotiations
is slow, but reform does seem to be on its way, not least because even
within Europe there is a general consensus that the CAP is not work-
ing as its original architects planned.
Although one of the CAP’s central aims is to maintain employ-
ment in rural areas, 60,500 agricultural jobs were lost in England
alone between 1987 and 1997. One reason is that because subsidies
are based on production, 80 % of the money goes to just 20 % of
farms — usually the biggest. So, while small and family farms ac-
count for 66 % of all holding, 75 % of UK farm output comes from 25
% of the holding.
The UK Government recognizes the failings of the system and
is working hard to reform the CAP. The problem is that any sig-
nificant change requires unanimity among the EU’s member states
and the structure of farming varies widely across Europe. As a re-
sult, those reforms that suit one nation almost invariably disadvan-
tage another. So for example, the colder, wetter nations of the EU
— such as the UK — are keen to tackle the massive subsidies for
edible oils, while southern countries (where olives, sunflowers and
maize grow well) are much less enthusiastic. Conversely, beef
premiums are of much less interest to Europe’s drier, hotter coun-
tries than in the cooler north where cattle naturally thrive. Never-
theless, the slow eastwards enlargement of the EU and the spiraling
cost of the CAP mean that there is a general consensus within the
Union that reform is essential.

392
 XI. Case — Study.

DAIRY FARMER

The Ranking family has owned and farmed Cannons Farm since
1890. Today it is the father-and-son team of John and Jason who run
the 125-hectare dairy concern which is located on the Ards Peninsula
on the east coast of Northern Ireland.
The area where the farm is located is surrounded on three sides by
sea. Far from making conditions difficult, however, the water is a
huge boost to fertility because it is warmed by Gulf Stream which
flows across the Atlantic from the Carribean.
As a result the area has a mild, damp climate that is ideal for grass
production and the Rankin herd is almost exclusively grass-fed. This
regime not only produces excellent milk, it also helps keep farm costs
down (grass works out at a third of the cost of silage and a quarter that
of concentrates). The farm also benefits from well-drained land and
this and the gentle weather mean the cows can stay out for most of the
year, reducing heating, labour and food costs. This has allowed the
Rankins to maintain their competitive edge.
Such factors are important in today’s climate: «The biggest prob-
lem is the strong value of the pound’, says John Rankin. «Eighty per
cent of Northern Ireland’s farm produce is exported, half to the UK
mainland and the rest goes even further afield. This means that we’re
potentially very vulnerable to foreign competition.’
In reality, however, the Rankins are surviving remarkably well.
John says Cannons Farm has been shielded from the worst of the eco-
nomic conditions by its grazing regime and the unique local selling
system: ‘Most of Northern Ireland’s milk goes to local processors and
these buy milk through an auctioning system,’ he explains. ‘Fortu-
nately this has resulted in prices which are higher than across the rest
of the UK.’
But like every sensible businessman John Rankin wants to expand
by launching a new product — yoghurt. He is sure that companies
regularly launch new products. In many cases, it is because their com-
petitors do so, and they need to keep up and avoid losing market
share. And often it is simply to diversify, to avoid being overdepen-
dent on one product. John is convinced that the product will have a
ready sale because he has a good reputation in the area and the cus-
tomers will be easily switched to the new yoghurt. On the contrary,
his son doesn’t believe the idea is worth talking about. He isn’t going
393
to make a leap in the dark. In his opinion the market is well-saturated
with dairy products of high quality and people got used to buying
them. Besides, they will need some helpers to cope with the new
problems.

Questions for Discussion

1. Do you agree that companies bring out new products because

there is a market for them? Can you think of other reasons why new
products are put on the market? Make a list of reasons with your part-
ner.
2. What aspects have to be considered when bringing out a new
product? Give your grounds.
3. Help the father and the son to reach a decision about the future
of their business.

394
 Unit

PART І
THE POLITICAL SYSTEM
OF THE U.S.A.

The United Stated of America is a federative republic. It is a de-

mocracy. The country is composed of 50 states. It is one of the
world’s largest countries. It occupies the area over 9 mln square km
and has a population of about 250 mln people. Representatives of
different nationalities live there. English is the official language of
the country.
The flag of the USA has 13 red and white stripes — representing
the original 13 states and 50 stars for each of the 50 states of the
country in our days. The capital of the country is Washington, named
after the first president of the USA. The other largest cities are New
York, Chicago, San Francisco, Philadelphia, Los Angeles.
The USA has a federalist system. This means that the individual
states have their own individual governments and there is also a
national, or federal, government. Power is given to both state and
federal governments by the American Constitution. The Constitu-
tion is the written set of laws, which have been applied in the USA
since it was written in 1787.The Constitution can be changed, or
amended, at any time and is relatively flexible, so it can change
with the times.
Within the national government, power is divided into three
branches: the legislative, the executive and the judicial.
The legislative power is vested in the Congress of the United States.
It consists of two parts (chambers), which are more or less equal in
power. They are known as the House of Representatives and the Senate.
The Senate is composed of 100 members (two from each state), who are
elected to serve for a term of 6 years. One third of the Senate is elected
for two years. The house of Representatives is larger than the Senate. The
437 members of the House are elected every two years, and the number

395
from each state is determined by the population of the state, but every
state is entitled to at least one Representative. For example, California,
which has a large population, has forty-three Representatives, while the
state of Nevada has only one. Both the Senators and the Representatives
must be residents of the state from which they are chosen. In addition,
according to the Constitution of the United States, a Senator must be at
least thirty years old and he must have been a citizen of the U.S.A. for at
least nine years at the time of his election. A Representative must be at
least twenty five years of age and must have been a citizen for at least
seven years. At the present time members of Congress include business-
men, farmers, teachers, and especially lawyers.
In the USA citizen over the age of eighteen vote for the people
they want to run the government.
The main function of the Congress is to make laws. The House and
the Senate are devided into small groups which take care of special mat-
ters such as, for example, education or foreign affairs. The most impor-
tant work of preparing and considering legislation is largely done in these
groups, which are called committees. There are 15 standing Committees
in the Senate and 19 in the House of Representatives. The personnel of
Committees of each House is chosen by a vote of the entire body.
So, the House of Representatives and the Senate comprise law-
makers. A law begins as a proposal called a «bill». It is read, studied
in committees, commented on and amended in the Senate or the
House in which it was introduced. It is then voted upon. If it passes, it
is sent to the other house where a similar procedure occurs. Groups
who try to persuade Congressmen to vote for or against a bill are
known as «lobbies». When both houses of Congress pass a bill on
which they agree, it is sent to the President for his signature. Only af-
ter it is signed the bill becomes a law.
The Congress assembles at least once in every year. Capitol is the
building in which the U.S. legislature holds its sessions.
The executive power is vested in a President of the United States
of America. He holds his office for four years and is elected (every
leap-year) by electors from each state. The President is the adminis-
trative head of the executive branch of the Government.
The Vice-President is elected together with the President for the
same term. Except for the right of succession to the presidency, the
Vice-President’s only Constitutional duties are to serve as the presid-
ing officer of the Senate. Under a constitutional amendment passed in
1951, a president can be elected for only two terms.
As the chief of the executive branch of power, the President of the
U.S.A. is the head of the Cabinet, which is composed of the heads of

396
the 14 executive departments — the Secretary of State, the Secretary
of Treasure, the Secretary of Defense, the Attorney General, the
Postmaster General, the Secretary of the Interior, the Secretary of Ag-
riculture, the Secretary of Commerce, the Secretary of Labour, and the
Secretary of Health, Education and Human Services. The White
House is a residence of the President; it is also the executive depart-
ment of the U.S. government.
The powers of the presidency are formidable, but not without
limitations. The President, as the chief formulator of public policy,
often proposes legislation to Congress. The President can also veto
(forbid) any bill passed by Congress. The veto can be overridden by a
two-thirds vote in both the Senate and the House of Representatives.
The President has the authority to appoint federal justices. He also
is commander-in-chief of the armed forces. The major departments of
the government are headed by appointed secretaries who collectively
make up the president’s cabinet. Each appointment must be confirmed
by a vote of the Senate.
Under the Constitution, the president is responsible for foreign re-
lations with other nations. The president appoints ambassadors and
other officials, manages the nation’s foreign policy.
The judicial branch is headed by the Supreme Court, which is the
only court specifically created by the Constitution. In addition, the
Congress has established 11 federal courts of appeal and, below them,
91 federal district courts. Federal justices can only be removed from
office through the process of impeachment and trial in the Congress.
The Supreme Court today consists of a Chief Justice and eight As-
sociate Justices. The Court’s most important function consists of de-
termining whether congressional legislation or executive action vio-
lates the Constitution.
The Supreme Court has nine members who are appointed for life.

Vocabulary notes

government, n. уряд, правління, керування (залежно

від контексту);
power, n. тут: влада;
branches of power гілки влади;
legislative, adj. законодавчий;
executive, adj. виконавчий;
judicial, adj. судовий;
is vested належить;

397
chamber, n. палата (також: house);
the House палата представників;
of Representatives
the Senate сенат;
to elect, v. обирати (до виборчих органів);
Representative, n член Палати представників;
vote, v голосувати (на виборах);
vote, n голос (виборця), голосування;
to make laws створювати, видавати закони;
consider, v тут: розглядати;
legislation, n законодавство;
committee, n тут: комісія;
standing, adj. постійний;
lawmaker, n законодавець;
amend, v коректувати, виправляти;
pass, v тут: пройти, бути прийнятим:
bill, n. тут: законопроект;
law, n. закон;
signature, n. підпис;
to hold one’s office обіймати посаду;
the right of succession право бути наступником;
department, n. тут: міністерство;
Secretary, n. тут: міністр;
the Attorney General, n. у США: міністр юстиції;
the Secretary of Treasure у США: міністр фінансів;
the Secretary of State у США: державний секретар (міністр
зовнішніх справ);
the Secretary of Welfare у США: міністр соціального забезпечення;
veto, v накладати вето;
to override the veto знімати, подолати вето;
by a two-thirds vote двома третинами голосів;
appoint, v. тут: призначати (на посаду);
commander-if-chief Верховний головнокомандуючий
ambassador посол
by a vote шляхом голосування
confirm, v. тут: затверджувати;
official, n. офіційна особа, чиновник;
Supreme Court Верховний суд;
district court окружний суд;
to remove from office звільнити з посади;
impeachment, n. імпічмент, звільнення з посади після
розглядання справи;

398
violate, v. порушувати (напр.., закон), не додер-
жуватися (закону);
courts of appeal апеляційні суди
Chief Justice Верховний суддя;
Associate Justices молодший суддя

Exercises

I. Read the following text; try to pick up some new information in

addition to what you have learned from the main text (see p. p. 421-422).

According to the U.S. Constitution the executive power, the legis-

lature, and the judiciary are carefully separated. Each of these three
branches of government does not depend on the other two, and each
has some power to limit the activities of the other two branches. This
leads to a government that is remarkably decentralized. In addition to
this, local (state) governments have powers that are independent of the
federal government. Each of the fifty states has its own political
structure, almost always modeled on the federal one.
Today, the United States has two major political parties. One is the
Democratic party, which evolved out of Thomas Jefferson’s party, formed
before 1800. The other is the Republican party, which was formed in the
1850s, mostly by people in the states of the North and West.
Most Americans consider the Democratic party the more liberal
party. By that they mean that Democrats believe the federal govern-
ment and the state governments should be active in providing social
and economic programs for those who need them, such as the poor,
the unemployed or students who need money to go to college.
Republicans are not necessarily opposed to such programs. They
believe, however, that many social programs are too costly to the tax-
payers. They place more emphasis on private enterprise and often ac-
cuse the Democrats of making the government too expensive and of
creating too many laws that harm individual initiative. For that reason,
Americans tend to think of the Republican party as conservative.
Though the Democrats are the more liberal and the Republicans the
more conservative, in practice, there is a great deal of overlap, and there
are many politicians who would be at home in either party. It means that
Americans vote for individuals more than they do for parties.
There are other, smaller parties in the United States besides the
two major parties.
The President is the head of the state (that is of the nation) and of the
government. Despite the limitations on his power the President of the

399
U.S.A. is the most powerful single individual in the U.S. government. He
is the chief executive of the country, the commander-in-chief of the
armed forces, and the man to whom the members of the cabinet report.
His administration is responsible for the day-to-day running of the gov-
ernment, and it often proposes legislation to Congress.

II. Complete the following sentences:

1. The U.S.A. is a … .
2. The U.S. President is elected … .
3. The legislative branch is represented by … .
4. The Senate belongs to … .
5. The Congress makes … .
6. The President of the U.S.A. can … .
7. The Supreme Court is … .
8. The numerous departments of the Cabinet deal … .
9. The Departments of the Cabinet are headed by the appointed … .
10. The U.S. President is elected together with … .

III. Match the words on the left with their synonyms on the right.
There may be more than one synonym for the word:

power house
chamber nation
head authority
costly to improve
to create either
state person
to veto to organize
to amend to dismiss
formidable expensive
to establish to be in the office
to remove to believe
to consider to be in favour
both strong
individual (n.) chief
to vote for to reject
to serve to formulate
to make
president
to forbid
to set up

400
 IV. Agree or disagree orally with the following statements. Give
your reasons, if any; the phrases given below may be helpful:

I. Yes, of course. That’s right. II. Of course, not. It is not true.

I agree. I fully (or: quite)
agree. I’m of the same opin-
ion. I’d say it’s only partly
true. It depends. I couldn’t
agree more. You are right.
Right you are! That’s true.
Exactly! Precisely!
I don’t agree. I disagree com-
pletely. That’s out of the ques-
tion. I don’t think so. That is ri-
diculous! I can’t agree here.
On the contrary. That’s not how
I see it. I think you’re wrong.
I wouldn’t say so. In no way!

1. The Congress consists of one chamber.

2. The ministries are called Departments in the U.S.A.
3. Ministers are called Secretaries in the U.S.A., aren’t they?
4. The power of the U.S. President is absolutely unlimited. Is that
true?
5. All the actions, decisions, and appointments of the U.S. Presi-
dent must be confirmed and approved by the Congress.
6. The members of the Congress may be called lawmakers.
7. The U.S. President may be elected for three terms.
8. The U.S. President may start a war without the concent of the
Congress.
9. The political system of the USA is designed so that no single
branch or person has too much control or power. Congress makes
laws but the President can reject them or the Supreme Court can de-
cide that they are unconstitutional.
10. It is known that the Constitution, laws and traditions of the USA
give the people the right to decide who will be the leader of their na-
tion, who will make the laws and what the laws will be. The Constitu-
tion guarantees individual freedom to all.
11. All citizens of the United States are proud of their country.
Since childhood they are taught to be great patriots and love their
motherland.
12. They think that the American rivers (the Mississippi, the Co-
lumbia, the Colorado) are the longest ones. They consider that their
mountains (the McKinley, the Cordilleras, the Appalachian) are the
highest ones.
13. Many of the American firms and corporations (for example, Mi-
crosoft, Reebok, General Motors, Pepsi) are known all over the world.

401
 V. Supply the correct word from the box for each blank in the
sentences given below:

judicial foreign
the Senate elect(ed)
federative legislative
money executive
parties branches
amendment

1. Political ______ are organized groups of people who share a set

of ideas about how the United States should be governed.
2. In the U.S.A. the _______ branch is represented by the Con-
gress.
3. The American government consists of 3 ______: the executive
headed by the President, the legislative and the judicial.
4. The Treasury deals with the nation’s ______ while the State
Department helps make policies.
5. The USA is a ______ republic.
6. The U.S. president is ______ for a 4-year term.
7. The U.S. Congress includes two houses: the House of Repre-
sentatives and ______ .
8. Under a constitutional ______ passed in 1951, the U.S. presi-
dent can be elected to only two terms.
9. The chief ______ of the United States is the President.
10. The ______ branch is headed by the Supreme Court.

VI. Answer the questions. If in place, begin your answers with

the following phrases:

I suppose/believe… As a matter of fact…

As far as I know… Frankly/strictly speaking…
As a rule… To tell the truth…
That depends (on)… As far as I can judge…
Actually… In actual fact…
In fact… I wish I knew, but I’ll try to…
As far as I know… I’m not sure I know the exact
answer.
I can hardly answer this question …
I’m sorry, I don’t remember …
402
 (It is an oral exercise!)

1. Who is called a senator in the U.S.A.?

2. What parts does the Congress of the U.S.A. consist of?
3. Can you explain the origin of the country’s nickname «Uncle
Sam»?
4. Why has the U.S. flag 13 stripes?
5. Whom does the legislative power in the U.S.A. belong to?
6. Who is the executive power vested in the U.S.A.?
7. What kind of political system exists in in the U.S.A.?
8. Can you mention some of the U.S. presidents?
9. Who is the President of the U.S. today?
10. Who was the first U.S. President?
11. Who was the 40th President?
12. What is the capital of the United States? Does it belong to any
state?
13. How many states are there in the U.S.A. now?
14. Why do people call the U.S.A. a rather cosmolitan country?
15. Has the U.S.A. a federalist system? What does it mean?
16. Has the U.S.A. a Constitution? When was it written?
17. How are the ministers called in the U.S.A.?
18. What are the «departments» in the U.S. government?
19. What is the State Department (or the Department of State) in
the U.S.A?
20. When will the citizens of the U.S.A. elect a new President?
21. Who has the right to vote?
22. Who has the right to be elected to the Congress?
23. Who has the right to be elected President?

VII. Complete the dialogue, making up questions to which the

following statements are the answers:

Dialogue А

Q. …………………….
A. The United States of America has such name, because it is com-
posed of 50 states.
Q. …………………….
A. Yes, the U.S.A. is a federation. It is a federative republic.
Q. …………………….
403
A. The USA is situated in the central part of the North American
continent and occupies the area over 9 mln square kilometers. It
is washed by the Atlantic Ocean in the east, and by the Pacific
Ocean in the West. Canada and Mexico are the only countries
bordering on the U.S.A.
Q. …………………….
A. Of course, it has. The parliament of the U.S. is called Congress.
Q. …………………….
A. No, it is not. It’s a two-chamber parliament.
Q. …………………….
A. The names of the chambers, or houses, are: the House of Repre-
sentatives and the Senate
Q. …………………….
A. There are three branches of power in the U.S.A.
Q. …………………….
A. The legislative branch is represented by Congress.
Q. …………………….
A. The executive branch is vested in a President.
Q. …………………….
A. It is headed by the Supreme Court.
Q. …………………….
A. The President has a lot of rights, for example, he appoints seni-
our officials, federal judges, he may propose and veto laws, and
many others.
Q. …………………….
A. No, it is not unlimited. Some of his decisions are to be voted and
approved by Congress.
Q. …………………….
A. Oh, the USA is a highly developed industrial country. Among
the most important manufacturing industries are aircraft, com-
puter techniques — hardware and software, cars, television sets,
furniture. Electronic and electric engineering, transport, commu-
nication can be found almost in all large cities of the USA.

VII. Working in pairs, continue the dialogue on the same topic.

VIII. Translate the following sentences into Ukrainian in the
written form. Check your translation in class; then close your books
and note-books and do the oral «back-translation» into English:
1. The United States is a democracy. It has its parliament which is
called Congress which consist of two parts (or: chambers, houses): the
House of Representative and the Senate.
404
 2. Elections to the House of Representatives are held every two
years, when the whole House of Representatives is replaced. The
House of Representatives comprises lawmakers who serve two-year
terms. Each House member represents a district in his or her home
state. The number of districts in a state is determined by a count of the
population taken every ten years. The most heavily populated states
have more districts and, therefore, more representatives than the
smaller states, some of which have only one.
3. The Senate consists of 100 senators — two senators from each
state, elected for 6 years. One third of the Senate is replaced every two
years. The President of the Senate is the Vice-President of the United
States.
The Senate comprises lawmakers who serve six-year terms. Each
state, regardless of population, has two senators.
4. If Congress proposes a law that the president thinks is unwise,
the president can veto it. That means the proposal does not become
the law. Congress can pass the law despite the president’s views only
if two thirds of the members of both houses vote in favour of it.
If Congress passes a law which is then challenge in the courts as
unconstitutional, the Supreme Court has the power to declare the law
unconstitutional and therefore no longer in effect.

IX. Translate into English:

1. Сполучені штати Америки — федеративна республіка.
США складаються із 50 штатів. Це одна з найбільш великих дер-
жав світу. Населення США багатонаціональне і нараховує близь-
ко 250 млн. громадян. Офіційна (тобто державна) мова —
англійська. Столиця США — Вашингтон, шо знаходиться в ок-
рузі Колумбія й, таким чином, не входить до складу жодного
штату. Парламент США має назву «Конгрес».
Конгрес складається з двох палат, які мають такі назви: «Па-
лата представників» та «Сенат». Конгрес втілює законодавчу
гілку влади. Виконавча влада належить Прензиденту та уряду.
Уряд очолює Президент, який обирається кожні чотири роки.
Президент США за Конституцією може обиратись тільки на два
терміни. Президент США має багато влади, але вона все ж таки є
дещо обмеженою.
2. Україна незалежна держава, що є демократичною рес-
публікою. Це унітарна держава, хоча в її склад й входить Автоном-
на Республіка Крим. Парламент України називається «Верховна Ра-
да». Він є однопалатним. Україна поділена на області. Уряд України
— це Кабінет Міністрів. Президент України та її парламент обира-

405
ються на чотирі роки. Вибори Президента прямі. Населення Ук-
раїни нараховує близько 50 млн. жителів і складається з представ-
ників багатьох національностей, проте переважна більшість її жи-
телів — українці. Україна стала незалежною державою у 1991 році,
після розпаду СРСР. Столиця України — Київ.
Україна — індустріально-аграрна країна. Це держава високої
культури, з розвиненим мистецтвом та наукою. Україна успішно
співпрацює з багатьма країнами світу. Україна — член ООН.

PART ІІ
SOME MORE FACTS ABOUT
THE UNITED STATES OF AMERICA

I. Read and be ready to retell the following text:

WASHINGTON, D.C.
Washington, D.C. is the capital of the United States of America. It
was named after George Washington, the first President of the coun-
try. Washington is situated in the District of Columbia, which does
not belong to any state. It fact, D.C. is the territory of the city of
Washington. It lies between the states of Virginia and Maryland on
the north bank of the Potomac River. Washington is a very beautiful
city and it differs from the other American cities very much. There are
no skyscrapers there, because according to the law no building of the
city may be taller than the Capitol. The Capitol is the tallest building
of the city and the seat of Congress. The sessions of both chamber of
Congress are held there.
Then there is the White House, where Presidents of the country
live and work. It is the seat of the U.S. government; by the way, the
White House is open for tourists.
Washington, D.C. is famous for its museums of history, of arts and
some others. There is the largest library in the world here (the Con-
gress Library).
In Washington you can see memorials to the most outstanding
Presidents. In the Potomac Park there is the monument to G. Wa-
shington. It is called «pencil» because of its shape. The Lincoln Me-
morial resembles a classic ancient Greek temple. It has 36 columns.
Each column represents one of the states which were there in the

406
Abraham Lincoln’s time. The statue of A. Lincoln is inside the Me-
morial.
Outside the city there is the Arlington National Cemetery. John F.
Kennedy was buried there.
Not far from the city of Washington Georgetown University is
situated. There are also a lot of research institutions in Washington.

Vocabulary notes

D.C. (District of Columbia) округ Колумбiя

the Capitol Капітолій
«pencil» «олівець», обеліск
resemble, v. нагадувати
ancient стародавній
temple храм
cemetery цвинтар

Answer the following questions:

1. What is the name of the U.S. capital?
2. Where is it situated?
3. Does it belong to any state?
4. Is Washington a beautiful city?
5. On what river does it lie?
6. Are there skyscrapers in Washington D. C.?
7. What building is the tallest in Washington D. C.?
8. What building is the seat of the N.S. President?
9. Is the White House open for tourists?
10. What memorials are there in Washington D. C.?
11. Are there museums in Washington D. C.?
12. What do Americans call the building where the Congress has its
seat?
13. Is there a University in the city of Washington D. C.?

ІІ. Read and memorize the following facts from the history of the
U.S.A.; use a dictionary:

Do you know what the citizens of the U.S.A. celebrate on July 4?

That is the date when in 1776 the Continental Congress issued a Dec-
407
laration of Independence written by Thomas Jefferson, a lawyer from
the colony of Virginia. This document declared that from that time the
United Colonies were no longer colonies of England, but free and in-
dependent states and officially names them «the United States of
America». The document says that all people are created equal, hav-
ing the right to «life, liberty and happiness, and that governments ob-
tain their powers from «the consent of the governed». Then the War
of Independence began. The American Armies, led by George Wash-
ington, won this war. The peace treaty was signed in 1783. Thus, a
new nation was born in North America.
Now you know what is celebrated in the U.S.A. on the 4th of July:
it is Independence Day, a great national holiday.
Retell the text.

ІІІ. Read the following:

«UNCLE SAM»

The nickname for the American Government is Uncle Sam. It rose

during the War 1812, when Samuel Wilson was an inspector of provi-
sions destined for the American Army. The abbreviation of «U.S.»
marked on the casks was then unfamiliar to the people, so one of the
workmen spread the saying that it meant «Uncle Sam». The joke was
carried from camp-fire to camp-fire, and was repeated in all the ar-
mies in the field.
Some people keep to another, more simple version: it is a humor-
ous interpretation of the abbreviation… «the U.S.»
Tell this to your friends who do not study English, but use the ex-
pression «Дядько Сем» for the U.S.A., not knowing why they say so.

IV. Read and retell the following:

WHEN DO AMERICANS CELEBRATE FLAG DAY?

People in the United States celebrate Flag Day on June 14. On that
day in 1777, leaders of the American colonies voted to accept a new
flag as the symbol of their country.
There was one star and one stripe for every former colony which
after the War of Independence became the «states». Gradually, as new
states were added to the Union, new stars appeared on the national
408
flag — white stars on the blue field. Today the flag has 50 stars and
13 red and white stripes, representing the original 13 states. Do you
know that now on the same territory there are 16 states?
The Americans call their flag «Stars and Stripes».
There is a legend of how a seamstress named Betsy Ross made the
first American flag. The story goes that General George Washington
wanted the stars to have six points. But Betsy talked him into using
five-pointed stars instead.

Vocabulary notes

former колишні
original тут: нарешті
stripe полоска
seamstress кравчиня
to talk smb. Into вмовити

Answer the following questions:

1. When was the American flag adopted?
2. What do stars and stripes represent?
3. What do the Americans call their Flag?
4. Why do people remember Betsy Rose, the seamstress?

V. Read the following text and answer the questions:

BILL OF RIGHTS

To most citizens of the U.S.A., the real foundation of their democ-

racy is the Bill of Rights, adopted in 1791. This consists of ten very
short paragraphs which guarantee freedom and individual rights and
forbid interference with lives of individuals by the government. Each
paragraph is an amendment to the original Constitution.
In the Bill of Rights Americans are guaranteed freedom of religion,
of speech and the press. They have the right to assemble in public
places, to protest government actions and to demand change. They
have the right to own weapons if they wish. Because of the Bill of
Rights, neither police nor soldiers can stop and search a person with-
out good reason. They also cannot search a person’s home without le-
gal permission from a court to do so.
409
 The Bill of Rights guarantees Americans the right to a speedy trial
if accused of a crime. The trial must be by a jury and the accused per-
son must be able to call in witnesses to speak for him or her. Cruel
and unusual punishment is forbidden.
There were 16 other amendments to the Constitution as of 1985.
That is not many changes considering that the Constitution was writ-
ten in 1787. Only a few need to be mentioned here. One forbids slav-
ery and three other guarantee full rights of citizenship to people re-
gardless of race. Another gives women the right to vote and another
lowered the national voting age to 18 years.

Vocabulary notes

Bill of Rights Білль про права

forbid забороняти
amendment поправка
trial суд
jury присяжні
call in викликати
witness свідок
unusual punishment витончене покарання
regardless незалежно від

Questions:
1. What does the Bill of Right guarantee?
2. What rights do Americans have?
3. What are the most important amendments to the Constitution?

VI. Read the following text; answer the questions and add some
questions of your own:

THE CHANGING ROLE OF WOMEN IN THE U.S.A.

The United States is a democracy. It supposes equal rights for men

and women. How do matters stand as to this in the U.S. today?
Comparable statistics over the past years indicate important
changes that have occurred in the employment rates, education levels,
and family roles and expectations of American women.
410
 More women work. More women have been getting higher educa-
tion levels. Women are having fewer children. They are marrying at a
later age.
The majority of women no longer favour traditional marriages in
which the husband is the money-earner and the wife the homemaker
and child rearer. 57 per cent of women are sure that a better marriage
is one in which the husband and wife share responsibilities of careers,
housekeeping, and child rearing.
These statistics indicate that the role of women in American soci-
ety is changing.
Women now compete with men for professional training, em-
ployment, leadership positions, and political power.

Vocabulary notes

expectation сподівання
rearing виховання (дітей)
favour схилятися до
share ділити між собою
compete змагатися

Questions:
1. How has educational level of American women changed?
2. Do women get married at an earlier or later age now?
3. How has women’s attitude to family roles and child rearing
changes?
4. What do women compete with man for?

VII. Read the following articles and start a discussion in class.

Compare the American Ideals with the ideals of the people in
Ukraine:

AMERICAN IDEALS AND VALUES

Freedom
At the centre of all that Americans value is freedom. Americans
commonly regard their society as the freest and best in the world, they
think of their country as a welcoming haven for those who long for
freedom and opportunity.
411
 Americans’ understanding of freedom is that all people are equal
and that the role of government is to protect each person’s basic rights.
Yet this ideal has not always corresponded to reality. Reality demon-
strates that some social groups and individuals are not as others. Be-
cause of religious, racial, sex, or age discrimination some Americans
have not enjoyed the same rights and opportunities as others.

Vocabulary notes

value цінити, цінність

regard розглядати, уявляти
welcoming haven гостинний притулок
long for дуже хотіти чогось, мріяти про щось
racial расовий
sex стать, гендер

Questions:
1. What do Americans value most of all?
2. What do Americans think of their country?
3. What is Americans’ perception of their history?
4. How do they understand «freedom»?
5. Does this ideal always correspond to reality?

Progress
Directly associated with the value of freedom is the ideal of prog-
ress. The desire to progress by making use of opportunities is impor-
tant to Americans. Many Americans can boast that with each suc-
ceeding generation the family’s status has improved.

Questions:
1. Is the constant personal progress important for Americans?
2. Is it important to you?
3. What are your ways of attaining progress?
4. How is personal progress measured?

American dream
The term American Dreams is used in different context from po-
litical speeches to Broadway musicals. J.T. Adams expressed it as
412
«the dream of a land in which life should be better, richer, and fuller
for every man with opportunities for each according to his abilities
and achievement». The American dream is popularized in countless
rags-to riches stories and in the pictures of good life in advertising and
on TV shows. It teaches Americans to believe that success can be
reached through hard work, family loyalty, and faith in the free enter-
prise system.
However, through America’s history, reality has also taught its
citizens, particularly minorities, that the American Dream is not open
to all. Segregation and discrimination are effective tools which have
barred minorities from equal opportunities in all spheres.

Vocabulary notes

achievement досягнення
rags-to-riches stories оповідання про те, як бідні стають бага-
тими
loyalty відданість
segregation ізоляція
bar (v.) відокремлювати, не допускати

Questions:
1. What is your major dream?
2. Do all your dreams come true?
3. What must a person do in order to attain his or her aims and ex-
pectations?

VIII. Learn the names of the 50 U.S. states and their capitals.
Using a dictionary, write down and memorize the transcription of
each state:

State Capital State Capital

1. Alabama Montgomery 26. Montana Helena
2. Alaska Juneau 27. Nebraska Lincoln
3. Arizona Phoenix 28. Nevada Carson City
4. Arkansas Little Rock 29. New Hampshire Concord

413
 State Capital State Capital

5. California Sacramento 30. New Jersy Trenton

6. Colorado Denver 31. New Mexico Santa Fe

7. Connecticut Hartford 32. New York Albany

8. Delaware Dover 33. North Carolina Raleigh

9. Florida Tallahassee 34. North Dakota Bismarck

10. Georgia Atlanta 35. Ohio Columbus

11. Hawaii Honolulu 36. Oklahoma Oklahoma City

12. Idaho Boise 37. Oregon Salem

13. Illinois Springfield 38. Pennsylvania Harrisburg

14. Indiana Indianapolis 39. Rhode Island Providence

15. Iowa Des Moines 40. South Carolina Columbia

16. Kansas Topeka 41. South Dakota Pierre

17. Kentucky Frankfort 42. Tenessee Nashville

18. Louisiana Baton Rouge 43. Texas Austin

19. Maine Augusta 44. Utah Salt Lake City

20. Maryland Annapolis 45. Vermount Montpelier

21. Mssachusetts Boston 46. Virginia Richmond
22. Michigan Lansing 47. Washington Olympia

23. Minnesota St. Paul 48. West Virginia Charleston

24. Mississippi Jackson 49. Wisconsin Madison
25. Missoury Jefferson City 50. Wyoming Cheyenne

Note:
Pay a special attention to the pronunciation of the names of states
under the numbers 4, 7, 8, 9, 12, 13, 15, 17, 18, 30, 33, 35, 36, 40, 43,
46, 49, 50.
414
 IX. Read the following:

WHAT THE STATE NAMES MEAN

Main — «Coast of the Mainland».

Vermount — American folk version of French «Green Moun-
tains».
Massachusetts — (Indian) «Big Hill People».
Ohio — (Indian) «Fine Rivers».
Indiana — (Latin) «Indian Land».
Wisconsin — (Indian) «River with Holes in its Banks where the
Birds Nest».
New York — (English) Named for the Duke of York, who became
colonial owner of the land in 1664.
Georgia — (Latin) Named in 1752 for King George II of England.
Mississipi — (Indian) «Big River».
Kentucky — (Indian) «Meadow Land».
Texas — (Indian) A salutation meaning «Friends».
Oklahoma — (Indian) «Red People».
Idaho — (Indian) «Good Morning».
Montana — (Latin) «Mountain Land».
Alaska — Russian version of an Eskimo word for peninsula.
Nebraska — (Indian) «Shallow River».
Wyoming — (Indian) «Large Plains».
Nevada — (Spanish) «Snowed Upon».

X. Using the postal abbreviations, say the full names of the

states:
Mass., N.Y., Ill., Mass., La., Mich., W.Va., Minn., Ala., Ia., Fla.,
Tex., Vt., N.C., Ma., Va., Conn., Mo., Pa., R.I., Tenn., Wis., Ark.,
CA., Ind., Oreg., Wash., Ky., N.J.

XI. Act as an interpreter:

Dialogue

(The situation is like this: An American and a Ukrainian student

are talking about the political systems of their countries. They can’t do
without an interpreter: Help them, please.)

415
 American student: Hi, glad to meet you. My name is Tim Parker.
I study at Harvard University. I’m majoring in sociology.

Ukrainian student: Привіт, ласкаво просимо до України, Тім.

Мене звуть Олександр Петренко. Я вивчаю економіку. Я ніколи
не був в Сполучених Штатах. Я знаю, що це видатна країна, але я
хотів би дізнатися про неї більше. Ти не зміг би відповісти на де-
кілька моїх питань?

A.s.: Oh, yes, please, put me your questions. I have some

questions to ask you, too, Alex.
Uk.s.: США — демократична країна, що самі американці
розуміють під словом «демократія»?
A.s.: Abraham Lincoln, one of the best-lived and most re-
spected of America’s presidents, said that the United
States had a government «of the people, by the people,
and for the people». He called the United States a «nation
conceived in liberty and dedicated to the proposition that
all men are created equal».
No one has described the principles of the American po-
litical system in a better way.
Uk.s.: Чи є в Сполучених штатах Основний закон, тобто
Конституція?
A.s.: Of course, there is. The Constitution of the United States
gives the people the right to determine who will be the
leader of their nation, who will make the laws and what
the laws will be.
Uk.s.: Коли вона була прийнята?
A.s.: Our Constitution was written and adopted in 1787 after
the War of Independence.
Uk.s.: Вона не змінювалася з тих пір? Можна її змінювати?
A.s.: The U.S. Constitution can be changed, or amended. A
number of amendments have been made since that time.
They can me made any time.
Uk.s.: Можеш навести якийсь приклад?
A.s.: Well, under a constitutional amendment passed in 1951, a
president of the U.S.A. can be elected to only two terms.
Uk.s.: Які у вас є політичні партії?
A.s.: Today we have two major political parties: the Demo-
cratic party (its informal emblem is the Donkey) and the
Republican party (its emblem is the Elephant).
Uk.s.: Як називаються у США гілки влади?

416
A.s.: There are three branches of government (or power) in the
U.S.: the legislative, the executive and the judicial.
Uk.s.: Дякую тобі, Тім
A.s.: Is Ukraine a republic? If so, what is the name of your
parliament?
Uk.s.: Так, Україна — республіка й має парламент. Назва її
парламенту — Верховна Рада.
A.s.: What exatly does «Verkhovna Rada» mean if rendered
into English?
A.s.: Is it a two-chamber parliament?
Uk.s.: Hi, Верховна Рада у нас однопалатна.
A.s.: Who is the head of the executive power? Have you a
Prime Minister?
Uk.s.: Так, у нас є прем’єр-міністр, який очолює кабінет мі-
ністрів. А головою держави є Президент.
A.s.: Thank you ever so much.
Uk.s.: Чи вибори президента США є прямими?
A.s.: No, during the so-called «primaries» the inhabitants of
all states vote for the «electors», who then vote for the
President on behalf of them.

Vocabulary notes

direct elections прямі вибори

elector тут:виборник
primaries обрання виборників на першому етапі президе-
нтських виборів у США

XII. Working in pairs, continue the dialogue on the same topic.

417
 Unit

PART I
US ECONOMY

The United States economy is generally described as a mixed

economy. It is a dynamic, free-market system that is constantly
evolving out of the choices and decisions made by millions of citizens
who play multiple, often overlapping roles as consumers, producers,
investors and voters. But though the great majority of productive re-
sources are privately owned, the federal government does play an im-
portant part in the marketplace.
By any standard, the American economy that has evolved over less
than 250 years has been immensely successful. With less than 5 per-
cent of the world’s population, the USA produces about 25 percent of
the world’s output. The U.S. economy is more than twice as large as
the next largest economy, that of Japan. By conventional measures,
U.S. productivity and standard of living remain among the highest in
the industrial world— although other nations have experienced higher
rates of growth in recent decades.
Although the American economy has transformed itself over the
years, certain issues have persisted since the early days of the repub-
lic. One is the continuing debate over the proper role of the govern-
ment in what is basically a marketplace economy. An economy based
on free enterprise is generally characterized by private ownership and
initiative, with a relative absence of the government involvement.
However, the government intervention has been found necessary from
time to time to ensure that economic opportunities are fair and acces-
sible to the people, to prevent flagrant abuses, to dampen inflation and
to stimulate growth.
So ever since colonial times, the government has been involved,
to some extent, in economic decision-making. The federal govern-
ment, for example, has made huge investments in infrastructure—
418
from canals and post roads in the 19th century, to interstate highways
and orbiting Earth satellites in the 20th century. The government has
provided social welfare programs that the private sector was unable or
unwilling to provide. In a myriad of ways and over many decades, it
has supported and promoted the development of agriculture.
The «New Deal» programs of the 1930s brought the greatest ex-
pansion of the government’s role. New laws were passed regulating
many economic activities—from sales of stock to the right of workers
to form unions. Moreover, the government began to provide workers
with a measure of economic security in their old age. The Social Se-
curity program still ensures that retired people have a regular income
each month, and has been expanded to help them meet their medical
costs.
But the pendulum has also swung the other way. With taxes stead-
ily rising and the U.S. economy stagnating, new national leaders
spearheaded a drive to cut the government spending and levels of
taxation, and in other ways to reduce the government influence over
the private sector. Their goal was to stimulate the private-sector ini-
tiative and investment, which is the engine that drives free-market
economies.
Another recurrent theme has been the transformation of the U.S.
economy by emerging technologies. Once a nation of farmers, the
United States was changed dramatically by successful adaptation of
the machinery and production processes of the Industrial Revolu-
tion—and then transformed again by what amounts to a «second» In-
dustrial Revolution.
Beginning in 1870 and lasting for over a century, the United
States became the world’s manufacturing powerhouse—leading the
world in the production of steel, automobiles and other products.
Since the 1960s, another transformation has been taking place, as
new service-based and information-processing industries gradually
replace some of the old stalwarts of the traditional industrial base.
By the 2000s, advances made in such fields as chemistry, electronics
and biotechnology were producing goods and services ranging from
semiconductor circuits to laser surgery. Similarly, new farming
technology has transformed the American agricultural sector, al-
lowing more food and fiber to be produced by a constantly dwin-
dling number of farmers.
A third theme has been the continuous debate over international
trade policy and, thus, over the degree of integration of the United
States into the world economy. Trade was in many ways the linchpin
of the colonial system; the export of American commodities made

419
possible the import of capital and machines for expansion. But sup-
port for protectionist measures, such as those advocated by statesman
Alexander Hamilton just after the American Revolution, has often
been strong. Until the end of World War II, the United States con-
ducted international trade under the shield of high or modified tariffs.
But protectionism contributed to the Great Depression of the 1930s,
and after World War II the United States became an advocate of freer
trade. Although the nation’s policy has remained generally pro-free
trade, many U.S. manufacturing industries felt increasingly belea-
guered by powerful new competition from abroad. Moreover, as U.S.
trade deficits mounted, concerns that other countries indulged in un-
fair trade practices also increased.
Each of these themes underscores certain fundamental characteris-
tics of the American economy. First, the economy is changing con-
tinuously, as citizens freely express their economic preferences di-
rectly in the marketplace and indirectly in the voting booth. At the
same time, the persistence of these themes over time reveals threads
of continuity in the dynamic U.S. economy.
In any event, Americans have often been described as pragmatists.
Clear evidence of the American people’s pragmatism is demonstrated
by their actions: to establish and maintain an economy soundly based
on the principles of free enterprise. At the same time, Americans ac-
cept an important role of the government to help create an environ-
ment with the widest possible opportunities for individual opportu-
nity, and economic growth and progress.

Vocabulary notes

mixed economy змішана економіка

constantly постійно
evolve розвиватися
consumer споживач
productive resources виробничі ресурси
immensely надзвичайно
output випуск
productivity продуктивність
standard of living життєвий рівень
marketplace economy ринкова економіка
private ownership приватна власність
intervention втручання

420
decision-making прийняття рішень
expansion поширення
income доход
steadily постійно
government spending витрати уряду
levels of taxation рівень оподаткування
influence вплив
private sector приватний сектор
transformation перетворення
emerge з’являтися
production process виробничий процес
stalwart прихильник
industrial base промислова база
produce goods and services виробляти товари та послуги
dwindle зменшуватися
linchpin стрижень
shield захист
underscore підкреслювати
persistence наполегливість

I. Underline all international words in the text. Give their

Ukrainian equivalents.

II. Read, translate and learn the meaning of the following words
and use them in sentences of your own.

abuse the use of something in a way that it should not be used.

adaptation the process by which something changes or is changed
so that it can be used in a different way or in different
conditions.
commodity something that is sold for money, such as food, cloth-
ing, machinery, etc. to make a profit.
expansion the act or process of becoming greater in size, number
or amount.
growth in industry or other economic activity is the increase in
the money being spent on it and the increase in the
goods it produces.
infrastruc- the basic systems and structures that a country or or-
ture ganization needs in order to work properly.
investment the money that people or organizations have put into a
company, business or bank in order to get a profit, or to
make a business activity successful.

421
free an economic system in which commercial organizations
enterprise compete for profit with little state control.
free market system in which decisions about what to produce and in
system what quantities are decided by the market; that is, by
buyers and sellers negotiating for goods and services.
mixed an economy in which some industries are privately
economy owned and others are publicly owned or nationalized.
inflation a progressive increase in the general level of prices
brought about by an expansion in demand or the money
supply or by autonomous increases in costs.
productivity the total output of goods and services in a given period
of time divided by work hours (output per work hour).
Standard a level of subsistence or material welfare of a commu-
of living nity, class, or person.
tariff a method of charging for the supply of services, esp.
public services, such as gas and electricity.

III. Find in the text the following words and word combinations,
translate the sentences in which they are used and make up sen-
tences with them.

constantly; consumer; decision-making; dwindle; emerge; evolve;

expansion; government spending; immensely; income; industrial base;
influence; intervention; levels of taxation; linchpin; marketplace
economy; mixed economy; output; persistence; private ownership;
private sector; produce goods and services; production process; pro-
ductive resources; productivity; shield; stalwart; standard of living;
steadily; transformation; underscore.

IV. Find English equivalents of the words and word combina-

tions given below and make up sentences with them.

випуск; виробляти товари та послуги; виробничий процес; ви-

робничі ресурси; витрати уряду; вплив; втручання; доход; життє-
вий рівень; з’являтися; захист; зменшуватися; змішана економіка;
надзвичайно; наполегливість; перетворення; підкреслювати; по-
стійно; поширення; приватна власність; приватний сектор; при-
йняття рішень; прихильник; продуктивність; промислова база;
ринкова економіка; рівень оподаткування; розвиватися; спожи-
вач; стрижень.

422
 V. Complete the following sentences with the words and expres-
sions from the box, using them in the appropriate form.

constantly; decision-making; dwindling; emerging; expansion;

government spending; immensely; income; industrial base; influ-
ence; intervention; levels of taxation; linchpin; marketplace
economy; mixed economy; output; private ownership; private
sector; producing goods and services; production process; pro-
ductive resources; productivity; stagnating; stalwarts; standard of
living; steadily; transformation.

1. An economy based on free enterprise is generally characterized

by … and initiative, with a relative absence of the government in-
volvement.
2. Another recurrent theme has been the … of the U.S. economy
by … technologies.
3. By conventional measures, U.S. … and … remain among the
highest in the industrial world.
4. By the 2000s, advances made in such fields as chemistry, elec-
tronics and biotechnology were … ranging from semiconductor cir-
cuits to laser surgery.
5. However, the government … has been found necessary from
time to time.
6. It is a dynamic, free-market system that is … evolving out of the
choices and decisions made by millions of citizens.
7. Once a nation of farmers, the United States was changed dra-
matically by successful adaptation of the machinery and … of the In-
dustrial Revolution.
8. One is the continuing debate over the proper role of the govern-
ment in what is basically a … .
9. Similarly, new farming technology has transformed the Ameri-
can agricultural sector, allowing more food and fiber to be produced
by a constantly … number of farmers.
10. Since the 1960s, another transformation has been taking place,
as new service-based and information-processing industries gradually
replace some of the old … of the traditional … .
11. So ever since colonial times, the government has been involved,
to some extent, in economic … .
12. The «New Deal» programs of the 1930s brought the greatest …
of the government’s role.

423
 13. The American economy that has evolved over less than 250
years has been … successful.
14. The Social Security program still ensures that retired people
have a regular … each month, and has been expanded to help them
meet their medical costs.
15. The United States economy is generally described as a … .
16. Though the great majority of … are privately owned, the fed-
eral government does play an important part in the marketplace.
17. Trade was in many ways the … of the colonial system.
18. With less than 5 percent of the world’s population, the USA
produces about 25 percent of the world’s … .
19. With taxes … rising and the U.S. economy … , new national
leaders spearheaded a drive to cut the … and …, and in other ways to
reduce the government … over the … .

VI. Learn the words given below and their synonyms, consult
dictionaries and try to explain the differences, if any.

adaptation, n. — adjustment, accommodation, conformity, modifi-

cation, alteration, acclimatization, familiarization.
commodities, n. — goods, wares, produce, merchandise, products,
stock.
expansion, n. — enlargement, increase, amplification, dilation, in-
flation, spread, unfolding, extension, growth, augmentation, develop-
ment, elaboration.
consumer, n. — buyer, purchaser, shopper, user, customer, client.
income, n. — revenue, receipts, takings, proceeds, yield, return,
gains, profits, earnings, pay, wages, salary.
investment, n. — asset, venture, speculation, stake, contribution.
tax, n. — impost, levy, duty, excise, customs, toll, rate, charge,
tariff, tribute.
welfare, n. — well-being, prosperity, health, happiness, comfort,
advantage, benefit, good, interest.

VII. Match the verbs on the left in column A with their corre-
sponding definitions on the right in column C (a — k).

A B C
1) to advocate means a) to continue to be in the same state or condition.
2) to dampen b) to develop and change gradually over a long pe-
riod of time.

424
 A B C

3) to evolve c) to encourage or help an activity to begin or de-

velop further.
4) to maintain d) to make known something that was previously se-
cret or unknown.
5) to prevent e) to make something continue in the same way or at
the same standard as before.
6) to produce f) to make something smaller or less in size, amount,
or price.
7) to reduce g) to make something such as a feeling or activity
less strong.
8) to remain h) to make, write etc something to be bought, used, or
enjoyed by people.
9) to reveal i) to publicly support a particular way of doing
things.
10) to stagnate j) to stop developing or making progress.
11) to stimulate k) to stop something from happening, or stop some-
one from doing something.

VIII. Match the words in column A with their synonyms in col-

umn B and antonyms in column C.

A B C A B C

Word Synonym Antonym Word Synonym Antonym

acceptable basic able mounted practised irregular

beleaguered constant communal persisted prosperous relieved
experienced enormous decreased private recurring secondary
flagrant entailed denied recurrent reluctant solitary
fundamental increased disguised regular satisfied tiny
huge open excluded successful steady unacceptable
indulged personal inexperienced unable surrounded unsuccessful
involved powerless intermittent unwilling tolerable willing

425
 IX. Fill in prepositions, where necessary.

1. … any standard, the American economy that has evolved … less

than 250 years has been immensely successful.
2. … conventional measures, U.S. productivity and standard …
living remain among the highest … the industrial world — although
other nations have experienced higher rates … growth … recent dec-
ades.
3. … less than 5 percent … the world’s population, the United
States produces … 25 percent … the world’s output.
4. … taxes steadily rising and the U.S. economy stagnating, new
national leaders spearheaded a drive to cut the government spending
and levels … taxation, and … other ways to reduce the government
influence … the private sector.
5. … the end … World War II, the United States conducted inter-
national trade … the shield … high or modified tariffs.
6. … the same time, the persistence … these themes … time re-
veals threads … continuity … the dynamic U.S. economy.
7. An economy-based … free enterprise is generally characterized
… private ownership and initiative, … a relative absence … the gov-
ernment involvement.
8. Beginning … 1870 and lasting … … a century, the United
States became the world’s manufacturing powerhouse.
9. But though the great majority of … productive resources are
privately owned, the federal government does play an important part
… the marketplace.
10. Clear evidence … the American people’s pragmatism is demon-
strated … their actions.
11. Each … these themes underscores certain fundamental charac-
teristics … the American economy.
12. Support … protectionist measures, such as those advocated …
statesman Alexander Hamilton just … the American Revolution, has
often been strong.
13. The government began to provide workers … a measure …
economic security … their old age.
14. The government intervention has been found necessary … time
… time to ensure that economic opportunities are fair and accessible
… the people.
15. The U.S. economy is more than twice as large as the next largest
economy, that … Japan.
16. The United States economy is a dynamic, free-market system
that is constantly evolving … … the choices and decisions made …

426
millions … citizens who play multiple, often overlapping roles as
consumers, producers, investors and voters.
17. Trade was … many ways the linchpin … the colonial system;
the export … American commodities made possible the import …
capital and machines … expansion.

X. Fill in articles where necessary.

1. … Americans accept … important role of … government to help

create … environment with … widest possible opportunities for indi-
vidual opportunity.
2. … economy is changing continuously, as … citizens freely ex-
press their economic preferences directly in … marketplace and indi-
rectly in … voting booth.
3. … federal government has made huge investments in … infra-
structure—from … canals and post roads in … 19th century, to inter-
state highways and orbiting … Earth satellites in … 20th century.
4. … government has provided … social welfare programs that …
private sector was unable or unwilling to provide.
5. … new laws were passed regulating many economic activities—
from … sales of … stock to … right of … workers to form … unions.
6. … protectionism contributed to … Great Depression of …
1930s, and after … World War II … United States became … advo-
cate of … freer trade.
7. … United States economy is generally described as … mixed
economy.
8. Although … American economy has transformed itself over …
years, certain issues have persisted since … early days of … republic.
9. Although … nation’s policy has remained generally pro-free
trade many U.S. manufacturing industries felt increasingly belea-
guered by … powerful new competition from abroad.
10. Another recurrent theme has been … transformation of … U.S.
economy by … emerging technologies.
11. Clear evidence of … American people’s pragmatism is demon-
strated by their actions: to establish and maintain … economy soundly
based on … principles of … free enterprise.
12. Ever since … colonial times, … government has been involved,
to some extent, in … economic decision-making.
13. In … myriad of … ways and over many decades, it has sup-
ported and promoted … development of… agriculture.
14. In any event, … Americans have often been described as …
pragmatists.

427
 15. Once … nation of … farmers … United States was changed
dramatically by successful adaptation of … machinery and production
processes of … Industrial Revolution.
16. One is … continuing debate over … proper role of … govern-
ment in what is basically … marketplace economy.
17. Though the great majority … productive resources are pri-
vately owned, … federal government does play … important part in
… marketplace.

XI. Agree or disagree with the statements. Give your reason. The
following phrases may be helpful:

As I see it …; (Not) quite so …; As a matter of fact ...;

In addition …; I don’t think so …; Generally speaking ...;
To my mind ...; The thing is that ...; I can’t agree with you …;
That depends ...; On the contrary …; I fully agree with you …;
Furthermore …; Putting it mildly ...; I’m of the same opin-
In my opinion …; Strictly speaking ...; ion …;
To tell the truth ...; I should say it’s only
partly true … .

1. The American economy is a dynamic, free-market system that is

constantly evolving out of the choices and decisions made by the gov-
ernment.
2. The American economy that has evolved over less than 250
years has been immensely unsuccessful.
3. U.S. productivity and standard of living remain among the high-
est in the industrial world.
4. Ever since colonial times, the government has never been in-
volved in economic decision-making.
5. The government has provided social welfare programs that the
private sector was unable or unwilling to provide.
6. The Social Security program, enacted in 1935, doesn’t act any
more.
7. The goal of new national leaders in the 1970s and 1980s was to
stimulate the private-sector initiative and investment.
8. The export of American commodities made impossible the im-
port of capital and machines for expansion.
9. As U.S. trade deficits mounted, concerns that other countries
indulged in fair trade practices also decreased.
10. Americans have never been described as pragmatists.
428
 XII. Ask questions to elicit the information.

1. Though the great majority of productive resources are privately

owned, the federal government does play an important part in the
marketplace.
2. The American economy that has evolved over less than 250
years has been immensely successful.
3. The U.S. economy is more than twice as large as the next largest
economy, that of Japan.
4. U.S. productivity and standard of living remain among the high-
est in the industrial world.
5. Although the American economy has transformed itself over the
years, certain issues have persisted since the early days of the republic.
6. An economy based on free enterprise is generally characterized
by private ownership and initiative, with a relative absence of the
government involvement.
7. The «New Deal» programs of the 1930s brought the greatest ex-
pansion of the government’s role.
8. The government began to provide workers with a measure of
economic security in their old age.
9. Another recurrent theme has been the transformation of the U.S.
economy by emerging technologies.
10. The United States became the world’s manufacturing power-
house.
11. Until the end of World War II, the United States conducted in-
ternational trade under the shield of high or modified tariffs.
12. The economy is changing continuously, as citizens freely ex-
press their economic preferences directly in the marketplace and indi-
rectly in the voting booth.

XIII. Answer the questions. Begin your answers with:

Actually …; As far as I know … ; As far as I remem-

As a rule …; The matter is that ...; ber ...;
In any case ...; I suppose/believe …; As far as I am con-
As things are ...; That depends (on) …; cerned ...;
To tell the truth … ; I am declined to Frankly/strictly
think...; speaking …;
To make a long story
short ... .

429
 1. Why is the U.S. economy generally described as a mixed econ-
omy?
2. What percentage of the world’s output does the USA produce?
3. What do you know about productivity and standard of living in
the United States?
4. What can you say about the role of the government in a market-
place economy?
5. Do you agree that the government intervention is necessary from
time to time? Why?
6. What do you know about investments in infrastructure made by
the federal government in the 19th century and in the 20th century?
What was the purpose of the investments?
7. What did the «New Deal» programs of the 1930s bring? What
laws were passed?
8. What can you say about the Social Security program enacted by
the U.S. government?
9. What did new national leaders spearhead? What was their
goal?
10. For what period of time did the United States become the
world’s manufacturing powerhouse?
11. What transformation has been taking place since the 1960s?
12. In what fields of science were advances made by the 2000s?
13. What technologies have transformed the American agricultural
sector?
14. Till what period of time did United States conduct international
trade under the shield of high or modified tariffs?
15. What underscores certain fundamental characteristics of the
American economy?
16. What reveals threads of continuity in the dynamic U.S. econ-
omy?
17. What actions demonstrate clear evidence of the American peo-
ple’s pragmatism?

XIV. Translate into English and reproduce the dialogue.

A. Що ми бачимо сьогодні на ринку фінансів США?

B. На мою думку, тільки те, що виявився черговий збій у сис-
темі взаємодії капітал — суспільство.
A. Черговий, яких вже було сотні?
B. Капіталісти, власники капіталу, постійно шукають, яким
найкращим чином господарювати, і при цьому сам капітал
не є моральним чи аморальним.

430
A. Це дуже важливо зрозуміти. Капітал — це енергія, як, на-
приклад, енергія хвиль або енергія струму, а суспільство
створює умови, у яких капітал працює — руйнуючись або
ефективно, морально або аморально.
B. Так, тому, коли ми бачимо, що якась велика західна компа-
нія обманювала суспільство, обманювала інвесторів, це не
повинно викликати жодного подиву і, відповідно, не пови-
нно бути підставою для якихось висновків-прогнозів про
близьке кардинальне падіння економічної або фінансової си-
стем у західному світі.
A. Капіталісти постійно намагаються обманювати для того,
щоб збільшити свій прибуток.
B. Це їхнє природне прагнення забезпечити власні приватні
інтереси за рахунок інших приватних або суспільних
інтересів.
A. Хто їх контролює?
B. Їх постійно контролює динамічна демократична система.
A. Просто ми спостерігаємо боротьбу, таку собі війну між ене-
ргією капіталу і законодавчою оболонкою, встановленою
суспільством для її стримування. І ось виявився черговий
дефект цієї законодавчої оболонки.
B. Капітал якийсь час успішно його використовував, сучасне
його збільшення, і є свідченням успіху системи. Адже бу-
ла б система неефективною, погано організованою, закри-
тою, так би й продовжував капітал обманювати суспіль-
ство, хвороба була б загнана всередину. Так що скандал у
США — це тільки сигнал про вчасно виявлені недоліки,
що дає суспільству відкрита американська економіка.
A. Я б сказав так: якщо говорити, що скандал — це демократія,
і якщо немає скандалів, то немає й демократії, то саме зараз
економіка і суспільна система США в черговий раз
підтверджують свій справді демократичний характер.

XV. Read, translate and learn the following dialogue, dramatize

it in class.

A. I am very interested in the American economy and I’d like to ask

you to answer a few questions if you please.
B. I’ll be very glad to help you.
A. Thank you very much. It’s very kind of you. First of all I want to
get some idea about the free enterprise system?

431
B. Well, you see «the marriage» between the United States econ-
omy and the free enterprise system has been a hugely successful
one, but not one without problems.
A. What problems do you mean?
B. As far as I remember from the time of early American statesman
Alexander Hamilton, there has been conflict over what should be
the proper role of the government in the economy.
A. At various times the government has intervened to stimulate the
growth of certain industries, to regulate business when abuses
began to appear, to provide protection in the form of tariffs for
industries hurt by imports, and sometimes to redistribute wealth.
B. You are right. The government’s role has ebbed and flowed, ac-
cording to the needs of the time.
A. Do you think that as the 21th century has progressed the govern-
ment has provided more services than in any previous era?
B. It’s really so. It might be added that a greater number of services
become economically feasible for the government to provide
when large numbers of people are crowded into cities.
A. What do you mean?
B. I’ll give you such an example, organized collection of trash would
be prohibitively expensive in rural areas because of the dispersed
population, but it is practical—and necessary—in big cities.
A. I see. I remember that I read in an article that the rate of growth
of the government has been greater at state and local levels than
at the federal level. Can you account for it?
B. I can give you such data, the state and local governments in-
creased their employees from 6.4 million to 15.2 million, while
the number of federal employees rose only from 2.4 million to 3
million.
A. And it seems to me that then they began to speak of privatiza-
tion.
B. In fact, a new word—»privatization»—was coined and quickly
gained acceptance worldwide.
A. What U.S cities were the first to employ private companies or
non-profit organizations?
B. Such major U.S. cities as New York; Los Angeles, California;
Philadelphia, Pennsylvania; Dallas, Texas; and Phoenix, Arizona
employed private companies or non-profit organizations.
A. Were there any reasons that caused privatization?
B. With a projected budget deficit of $3.5 thousand million. New
York City, the largest U.S. city, was under particularly heavy
pressure to privatize.

432
A. I read that some American politicians and analysts had argued
that the federal government should privatize such major activities
as the U.S. Postal Service.
B. Yet, privatization of public services remains a highly controver-
sial subject.
A. What is the crucial element in privatization questions?
B. The crucial element in privatization questions is not just who
provides the service, but whether there is an element of competi-
tion present.
A. So in a privatization, this usually means there must be more than
one bidder before a contract is awarded.
B. Yes, and sometimes with the spur of threatened privatization, the
local government workers may become more efficient in order to
hang onto their jobs.
A. Thank you for a very interesting conversation.

XVI. Complete the open dialogue.

C. ...
N. Until the second half of the last century, the United States was
mainly an agricultural nation.
C. ...
N. The Civil War of the nineteenth century helped stimulate indus-
try.
C. ...
N. In the years that followed, industrialization transformed the
country, although many areas, especially the South, remained
mainly agricultural and rural.
C. ...
N. Many companies moved to the South and Southwest, and these
areas experienced change and growth.
C. ...
N. Just as there had been a shift from agriculture to industry, there is
now a shift from industry to services.
C. ...
N. Services are provided by hospitals, banks, law firms, hotels and
restaurants, and so on.
C. ...
N. In recent years, most new jobs have been service jobs.
433
 XVII. Discuss with your fellow students.

1. The American economy is a dynamic, free-market system.

2. The role of the federal government in the US economy devel-
opment.
3. Certain issues in the US economy have persisted since the early
days of the republic.
4. The transformation of the U.S. economy by emerging technolo-
gies.

XVIII. Role play

The lecturer asks his students about the American economy.

Student 1 speaks about the certain fundamental characteristics of

the U.S. economy.
Student 2 its transformation.
Student 3 the government involvement in economic
decision-making.
Student 4 the federal government investments in in-
frastructure.

PART II
THE ECONOMIC SYSTEM OF THE UNITED STATES

The economic system of the United States is principally one of

private ownership. This system often referred to as a «free enterprise
system,» can be contrasted with an economic system, which depends
heavily on the government planning and public ownership of the
means of production.
Yet the government has to some extent always been involved in
regulating and guiding the U.S. economy. At the same time, U.S. citi-
zens have always had the freedom to choose for whom they will work,
and what they will buy. Most importantly, Americans vote for offi-
cials who set economic policy.
In the U.S. economic system, consumers, producers and the gov-
ernment make decisions on a daily basis, mainly through the price
system. The dynamic interaction of these three groups makes the
economy function. The market’s primary force, however, is the inter-

434
action of producers and consumers; this has led analysts to dub the
U.S. economic system a «market economy.»
As a rule, consumers look for the best values for what they spend,
while producers seek the best price and profit for what they have to
sell. The government, at the federal, state and local levels, seeks to
promote the public safety, assure reasonable competition, and provide
a range of services believed to be better performed by public rather
than private enterprise. Some of these public services include the ad-
ministration of justice, education (although there are many private
schools and training centers), the postal (but not the telephone) serv-
ice, the road system, social statistical reporting and, of course, na-
tional defense.
In this system, when economic forces are unfettered, supply and
demand establish the prices of goods and services. Entrepreneurs are
free to develop their businesses. In theory, unless they can provide
goods or services of a quality and price to compete with others, they
are driven from the market, so only the most efficient and those who
best serve the public remain in business. In practice, the government
regulations can interfere with pure competition in order to promote
other national policy objectives such as price and income stability, re-
gional development or environmental preservation. Similarly, busi-
nesses can interfere with pure competition, through price fixing or
other monopolistic practices, in order to maximize profits.
In the United States, most people are simultaneously consumers
and producers; they are also voters who help influence the decisions
of the government. The mixture among consumers, producers and
members of the government changes constantly, resulting in a dy-
namic rather, than a static economy. In recent years consumers have
made their concerns known, and the government has responded by
creating agencies to protect consumer interests and promote general
public welfare.
The U.S. economy has changed in other ways as well. The popula-
tion and the labour force have moved dramatically from farms to cit-
ies, from fields to factories and, above all, to service industries. In to-
day’s economy, the providers of personal and public services far
outnumber producers of agricultural and manufactured goods. Statis-
tics also reveal a rather startling shift away from self-employment to
working for others.
Generally there are three kinds of businesses: single-owner oper-
ated businesses, partnerships and corporations. The first two are im-
portant, but it is the latter structure that best permits the amassing of
large sums of money by combining the investments of many people

435
who, as stockholders, can buy or sell their shares of the business at
any time on the open market. Corporations make large-scale enter-
prise possible.

Vocabulary notes

free enterprise system система вільного підприємництва

to contrast контрастувати
official урядова особа
make decisions приймати рішення
daily щоденний
interaction взаємодія
dub називати
seek шукати
the public safety державна безпека
competition змагання
a range of services ряд послуг
public services комунальні послуги
justice правосуддя
postal service поштові послуги
national defense національна оборона
entrepreneur підприємець
stability стабільність
price fixing призначення ціни
maximize доводити до максимуму
mixture змішання
static economy статична економіка
outnumber переважати кількістю
reveal виявляти, показувати
startling вражаючий
partnership товариство
amassing разючий, дивовижний
open market відкритий ринок

I. Underline all international words in the text. Give their

Ukrainian equivalents.

II. Read, translate and learn the meaning of the following words
and use them in sentences of your own.

436
administration the range of activities connected with organizing and
supervising the way a company, institution, or other
organization functions.
corporation a large business or company, or a group of compa-
nies that are controlled and acting together as a sin-
gle organization.
function the way in which something works or the way in
which it is used.
interaction a process by which two or more things have an ef-
fect on each other and work together.
ownership the state of owing something, especially something
large such as a business or an area of land.
share one of the many equal parts into which the owner-
ship of the company can be divided.
static not moving, changing or developing, especially
when movement or change would be good.
stockholder a person who owns one or more stocks in a com-
pany.
supply and the relationship between the amount of goods for
demand sale and the amount that people want to buy, espe-
cially the way it influences prices.
unfettered completely free and not controlled or limited by
anyone or anything.

III. Find in the text the following words and word combinations,
translate the sentences in which they are used and make up sen-
tences with them.

a range of services; amassing; competition; contrast; daily; dub;

entrepreneur; free enterprise system; interaction; justice; make deci-
sions; maximize; mixture; national defense; official; open market;
outnumber; partnerships and corporations; postal service; price fixing;
price system; public services; reveal; seek; stability; startling; static
economy; the public safety.

IV. Find English equivalents of the words and word combina-

tions given below and make up sentences with them.

взаємодія; виявляти; відкритий ринок; вражаючий; державна

безпека; доводити до максимуму; змагання; змішання; комуналь-
ні послуги; контрастувати; кооперація; називати; національна
оборона; переважати кількістю; підприємець; поштові послуги;

437
правосуддя; призначення ціни; приймати рішення; дивовижний;
ряд послуг; система вільного підприємництва; стабільність; ста-
тична економіка; товариство; урядова особа; шукати; щоденний.

V. Match the words in column A with their synonyms in column

B and antonyms in column C.
A B C A B C
Word Synonym Antonym Word Synonym Antonym
dynamic civil communal national open local
economic effective confined personal private old
efficient forceful former private profitable private
free equitable general public regional public
general independent impure pure secret specific
latter later inefficient reasonable unmixed uneconomic
local modern lethargic recent widespread unreasonable

VI. Match the verbs on the left in column A with their corre-
sponding definitions on the right in column C (a — k).
A B C
1) to assure means a) to be more in number than another group.
2) to be unfettered b) to be not restricted by laws or rules.
3) to compete c) to do something, especially something diffi-
cult or useful.
4) to dub d) to give something or someone a name that de-
scribes them in some way.
5) to establish e) to increase something such as profit or income
as much as possible.
6) to guide f) to make someone or something part of a larger
group or set.
7) to include g) to prevent something from succeeding or from
happening in the way that was planned.
8) to interfere with h) to show someone the right way to do something,
especially something difficult or complicated.
9) to maximize i) to start a company, organization, system, etc that
is intended to exist or continue for a long time.
10) to outnumber j) to tell someone that something will definitely
happen or is definitely true.
11) to perform k) to try to gain something and stop someone
else from having it or having as much of it.

438
 VII. Complete the following sentences with the words and ex-
pressions from the box, using them in the appropriate form. Some
words may be used more than once.

a range of services; amassing; competition; contrasted; daily;

dub; entrepreneurs; free enterprise system; interaction; justice;
make decisions; mixture; national defense; officials; open mar-
ket; outnumber; partnerships; postal service; price fixing; public
safety; public services; reveal; seek; stability; startling; static
economy.

1. … are free to develop their businesses.

2. Consumers look for the best values for what they spend, while
producers … the best price and profit for what they have to sell.
3. Generally there are three kinds of businesses: single-owner op-
erated businesses, … and corporations.
4. In the U.S. economic system, consumers, producers and the
government … on a … basis, mainly through the price system.
5. In today’s economy, the providers of personal and public serv-
ices far … producers of agricultural and manufactured goods.
6. Most importantly, Americans vote for … who set economic
policy.
7. Similarly, businesses can interfere with pure competition,
through … or other monopolistic practices, in order to maximize
profits.
8. Some of these … include the administration of …, education,
the …, the road system, social statistical reporting and, of course, … .
9. Statistics also … a rather … shift away from self-employment to
working for others.
10. The … among consumers, producers and members of the gov-
ernment changes constantly, resulting in a dynamic rather, than a … .
11. The dynamic … of these three groups makes the economy func-
tion.
12. The first two are important, but it is the latter structure that best
permits the … of large sums of money by combining the investments
of many people who, as stockholders, can buy or sell their shares of
the business at any time on the … .
13. The government regulations can interfere with pure competition
in order to promote other national policy objectives such as price and
income … , regional development or environmental preservation.

439
 14. The government, at the federal, state and local levels, seeks to
promote the …, assure reasonable … , and provide … believed to be
better performed by public rather than private enterprise.
15. The market’s primary force, however, is the interaction of pro-
ducers and consumers; this has led analysts to … the U.S. economic
system a «market economy».
16. This system often referred to as a …, can be … with an eco-
nomic system, which depends heavily on the government planning
and public ownership of the means of production.

VIII. Fill in prepositions where necessary.

1. … recent years consumers have made their concerns known, and

the government has responded … creating agencies to protect con-
sumer interests and promote general public welfare.
2. … the U.S. economic system, consumers, producers and the gov-
ernment make decisions … a daily basis, mainly … the price system.
3. … the United States, most people are simultaneously consumers
and producers; they are also voters who help influence the decisions
… the government.
4. … today’s economy, the providers … personal and public serv-
ices far outnumber producers … agricultural and manufactured goods.
5. Consumers look … the best values … what they spend, while
producers seek the best price and profit … what they have to sell.
6. Corporations permit the amassing … large sums … money …
combining the investments … many people who, as stockholders,
can buy or sell their shares … the business at any time … the open
market.
7. Similarly, businesses can interfere … pure competition, through
price fixing or other monopolistic practices, … order to maximize
profits.
8. Some … these public services include the administration …
justice, education, the postal service, the road system, social statistical
reporting and, of course, national defense.
9. Statistics also reveal a rather startling shift … from self-
employment … working … others.
10. The dynamic interaction … these three groups makes the econ-
omy function.
11. The economic system … the United States is principally one …
private ownership.
12. The government has … some extent always been involved …
regulating and guiding the U.S. economy.

440
 13. The government regulations can interfere … pure competition
… order to promote other national policy objectives such as price and
income stability, regional development or environmental preservation.
14. The government, … the federal, state and local levels, seeks to
promote the public safety, assure reasonable competition, and provide
a range … services believed to be better performed … public rather
than … private enterprise.
15. The mixture … consumers, producers and members … the
government changes constantly, resulting … a dynamic rather, than a
static economy.
16. The population and the labour force have moved dramatically …
farms … cities, … fields … factories and, … all, … service industries.

IX. Fill in articles where necessary.

1. … Americans vote for … officials who set … economic policy.

2. … corporations make … large-scale enterprise possible.
3. … economic system of … United States is principally one of …
private ownership.
4. … entrepreneurs are free to develop their businesses.
5. … first two are important, but it is … latter structure that best
permits … amassing of … large sums of money by combining … in-
vestments of many people who, as … stockholders, can buy or sell
their shares of … business at any time on … open market.
6. … government has to some extent always been involved in …
regulating and guiding … U.S. economy.
7. … government, at … federal, state and local levels, seeks to
promote … public safety, assure reasonable competition, and provide
… range of services believed to be better performed by … public
rather than … private enterprise.
8. … market’s primary force is … interaction of … producers and
consumers; this has led analysts to dub … U.S. economic system …
«market economy».
9. … mixture among … consumers, producers and members of …
government changes constantly, resulting in … dynamic rather than
… static economy.
10. … U.S. economy has changed in … other ways as well.
11. As … rule, consumers look for … best values for what they
spend, while … producers seek … best price and profit for what they
have to sell.
12. At … same time, … U.S. citizens have always had … freedom
to choose for whom they will work, and what they will buy.

441
 13. Generally there are three kinds of … businesses: … single-
owner operated businesses, … partnerships and … corporations.
14. In … theory, unless they can provide … goods or services of
… quality and price to compete with … others, they are driven from
… market, so only … most efficient and those who … best serve …
public remain in … business.
15. In … U.S. … economic system, consumers, producers and …
government make … decisions on … daily basis, mainly through …
price system.
16. In this system, when … economic forces are unfettered … sup-
ply and … demand establish … prices of … goods and services.
17. This system, often referred to as … «free enterprise system»,
can be contrasted with … economic system, which depends heavily
on … government planning and … public ownership of … means of
production.

X. Agree or disagree with the statements. Give your reason. The

following phrases may be helpful:

As I see it …; (Not) quite so …; As a matter of fact ...;

In addition …; I don’t think so …; Generally speaking ...;
To my mind ...; The thing is that ...; I can’t agree with you …;
That depends ...; On the contrary …; I fully agree with you …;
Furthermore …; Putting it mildly ...; I’m of the same opin-
In my opinion …; Strictly speaking ...; ion …;
To tell the truth ...; I should say it’s only
partly true … .

1. The economic system of the United States is the only one of pri-
vate ownership in the world.
2. The government has never been involved in regulating and
guiding the U.S. economy.
3. In the U.S. economic system, consumers, producers and the
government make decisions mainly through the price system.
4. The market’s primary force is the interaction of producers and
voters.
5. Consumers look for the best values for what they spend, while
producers seek the best price and profit for what they have to sell.
6. The government doesn’t seek to promote the public safety.
7. Supply and demand establish the prices of goods and services.

442
 8. Entrepreneurs are not free to develop their businesses.
9. In the United States, most people are simultaneously consumers
and producers; they are also voters who help influence the decisions
of the government.
10. The mixture among consumers, producers and members of the
government doesn’t change at all.
11. The U.S. economy has not changed in other ways at all.
12. In today’s economy, the providers of personal and public serv-
ices far outnumber producers of agricultural and manufactured goods.
13. There are three kinds of businesses: single-owner operated busi-
nesses, partnerships and corporations.
14 The first two are not important, but it is the latter structure that
best permits the amassing of large sums of money.

XI. Ask questions to elicit the information.

1. This system often referred to as a «free enterprise system,» can be

contrasted with an economic system, which depends heavily on the
government planning and public ownership of the means of production.
2. In the U.S. economic system, consumers, producers and the
government make decisions on a daily basis, mainly through the price
system.
3. The market’s primary force, however, is the interaction of pro-
ducers and consumers; this has led analysts to dub the U.S. economic
system a «market economy».
4. As a rule, consumers look for the best values for what they
spend, while producers seek the best price and profit for what they
have to sell.
5. The government, at the federal, state and local levels, seeks to
promote the public safety, assure reasonable competition, and provide
a range of services believed to be better performed by public rather
than private enterprise.
6. In this system, when economic forces are unfettered, supply and
demand establish the prices of goods and services.
7. In theory, unless entrepreneurs can provide goods or services of
a quality and price to compete with others, they are driven from the
market, so only the most efficient and those who best serve the public
remain in business.
8. In practice, the government regulations can interfere with pure
competition in order to promote other national policy objectives such
as price and income stability, regional development or environmental
preservation.

443
 9. Businesses can interfere with pure competition, through price
fixing or other monopolistic practices, in order to maximize profits.
10. In the United States, most people are simultaneously consumers
and producers; they are also voters who help influence the decisions
of the government.
11. The mixture among consumers, producers and members of the
government changes constantly, resulting in a dynamic rather than a
static economy.
12. In recent years consumers have made their concerns known, and
the government has responded by creating agencies to protect con-
sumer interests and promote general public welfare.
13. The population and the labour force have moved dramatically
from farms to cities, from fields to factories and, above all, to service
industries.
14. In today’s economy, the providers of personal and public serv-
ices far outnumber producers of agricultural and manufactured goods.
15. Statistics also reveal a rather startling shift away from self-
employment to working for others.
16. Single-owner operated businesses and partnerships are impor-
tant, but it is corporations that best permits the amassing of large sums
of money by combining the investments of many people who, as
stockholders, can buy or sell their shares of the business at any time
on the open market.

XII. Answer the questions. Begin your answers with:

Actually …; As far as I know … ; As far as I remem-

As a rule …; The matter is that ...; ber ...;
In any case ...; I suppose/believe …; As far as I am
As things are ...; That depends (on) …; concerned ...;
To tell the truth … ; I am declined to think...; Frankly/strictly
speaking …;
To make a long
story short ... .

1. What can the system, often referred to as a «free enterprise sys-

tem,» be contrasted with?
2. What has the government always been involved in?
3. What freedom did U.S. citizens always have?
4. What makes the U.S. economy function?
5. What is the interaction of producers and consumers?
444
 6. What do consumers look for, as a rule?
7. Who seeks to promote the public safety?
8. What do supply and demand establish?
9. Why can the government regulations interfere with pure compe-
tition?
10. Why do they are help influence the decisions of the govern-
ment?
11. What results a dynamic rather than a static economy?
12. Why has the government created agencies?
13. What have the population and the labour force moved from?
14. How many kinds of business are there? What are they?
15. Which of them are important? What do corporations make?

XIII. Translate into English.

A. Відомо, що довіра є основою економіки, а кажуть, що довіра

до американської економіки частково підірвана, і реакцію
інвесторів можна зрозуміти й передбачати.
B. Так, якщо немає довіри до даної економічної системи, то
вона не може бути ефективною, тому що інвестиції не
підуть в цю економіку.
A. Але трохи раніше або трохи пізніше довіра буде обов’язково
відновлена саме тому, що ці порушення все-таки виявлені, і
вся законодавча система Сполучених Штатів Америки
цілком адекватно реагує на ці порушення.
B. Ця адекватна реакція є насправді найпереконливішим
свідченням сили, а не слабості американської економіки.
A. Так, якби вона реагувала неадекватно, то хвороба була б за-
гнана всередину. Процес є нормальним, коли постійно вияв-
ляються неминучі при динамічному протистоянні капіталу і
суспільства порушення.
B. Але провісники серйозних ускладнень для США в резуль-
таті нинішньої фінансової кризи особливо вирізняють ті об-
ставини, що Америка сьогодні втягується в тривалу і дуже
витратну війну з міжнародним тероризмом, а також
зміцнення євро стосовно долара, що, мовляв, є ознакою не-
минучої втрати США економічного лідерства у світі на ко-
ристь Західної Європи.
A. Я не думаю, що сили й кошти, які витрачала Америка на
протистояння соціалізмові, були меншими, ніж сьогодні
витрачатиметься на боротьбу з міжнародним тероризмом.
Але ж Америка чудово процвітала в часи «холодної війни».

445
B. На мій погляд, динамічному американському суспільству
потрібне й зовнішнє протистояння, своєрідний зовнішній
подразник, який об’єднує американців. І в цьому сенсі я не
знаю, якою мірою широко анонсована боротьба з
міжнародним тероризмом є реальною загрозою Америці, чи
це швидше потреба американського суспільства мати
зовнішнього ворога.
A. Але це не загрожує основам американської економіки?
B. Навпаки — це дозволить США існувати в такому собі бадь-
орому режимі протистояння.
A. Так, якщо розглядати суспільство як машину, то тоді, зви-
чайно, виникає питання про зношення, але суспільство —
живий організм, і невеликі стреси мають тренувальний
ефект, тобто лише посилюють запас міцності.
B. Щодо можливої зміни співвідношення сил між Європою і
США, то можу сказати, що американська економіка побудо-
вана як більш динамічна система, яка швидше і гостріше,
ніж європейська, реагує на всі виклики історії.
A. Слід сказати, що в європейській економіці більше соціаль-
них обмежень, які її стримують, американська система ме-
нше соціалізована, американці працюють більше, вони виді-
ляють здібних людей швидше. Саме тому американська
система має потенціал, ні з чим не порівняльний у світі.
B. І, нарешті, нинішня криза в США — лише фінансова, кризи
виробництва немає, і поки що не видно причин, з яких
фінансова лихоманка може перерости в загальноекономічну
кризу. Якщо економіка продовжуватиме зростання, інвесто-
ри швидко заспокояться.

XIV. Read, translate and learn the following dialogue, dramatize

it in class.

G. It has traditionally been said that when America sneezes the rest
of the world catches a cold.
F. Yes, with recent fears that the US may be slipping into a
recession, concerns have been raised that the UK may also
experience a period of falling output.
G. But whether these concerns will be proved to be justified or not
will be determined by what actually happens to US economic
activity, the state of the UK economy and the policy measures
taken in the US, the UK and the rest of the EU.

446
F. As far as I remember after a decade of rapid growth, fuelled by
advances in information technology and rising productivity, US
economic growth slowed significantly in the second half of
2000.
G. It was really so. It fell from an annualised growth rate of 5.6 per
cent in the second quarter to 2.2 per cent in the third quarter and
1.4 per cent in the final quarter.
F. It is reported in the press that a number of indicators suggest that
US economic growth may fall further and may even become
negative. One indicator is the reduction in private sector
investment, the first decline in eight years.
G. So firms are becoming reluctant to buy more capital goods
because of reduced confidence about future demand, rising
inventories (stocks), falling profits and rising debts.
F. Can you give me any examples?
G. Surely, so profit levels have been squeezed by higher energy
prices and a slowdown in the growth of consumer spending.
In addition, firms’ debts have been rising and share prices
falling, making it more difficult for firms to raise finance for
expansion.
F. What about consumer spending?
G. I guess that consumer spending has also been hit by rising levels
of debt, lack of confidence in the future, rising energy prices,
and the fall in share prices.
F. But at the same time, the US economy has also been
experiencing a large and rising current account deficit. In 1999 it
had to attract $450bn (£308bn) of foreign capital to finance its
deficit.
G. Therefore, from the indicators noted above it is clear that the US
is experiencing downward pressure on all three components of
its aggregate demand function: investment, consumption and net
exports.

XV. Discuss the following points using words and structures you
have studied.

1. Speak of the advantages and disadvantages the U.S. economy.

2. Compare American economy with your country’s economy.
3. Prove that supply and demand establish the prices of goods and
services.

447
 XVI. Role play.

The lecturer asks his/her students about a free enterprise system in

the USA.

Student 1 speaks about the nation’s income and productivity over

the past 70 years.
Student 2 the production of all sectors of the Ameri-
can economy.
Student 3 the public sector of the American econ-
omy.
Student 4 private industries and businesses.

448
 Unit

PART І
US INDUSTRY

The United States entered the 21st century with an economy that
was bigger, and by many measures more successful than ever. Not
only had it endured two world wars and a global depression in the first
half of the 20th century, but it had surmounted challenges ranging
from a 40-year Cold War with the Soviet Union to extended bouts of
sharp inflation, high unemployment, and enormous government
budget deficits in the second half of the century. The nation finally
enjoyed a period of economic calm in the 1990s: prices were stable,
unemployment dropped to its lowest level in almost 30 years, the gov-
ernment posted a budget surplus, and the stock market experienced an
unprecedented boom.
In 1998, America’s gross domestic product — the total output of
goods and services — exceeded $8.5 trillion. Though the United
States held less than 5 percent of the worlds population, it accounted
for more than 25 percent of the worlds economic output. Japan, the
world’s second largest economy, produced about half as much. And
while Japan and many of the worlds other economies grappled with
slow growth and other problems in the 1990s, the American economy
recorded the longest uninterrupted period of expansion in its history.
As in earlier periods, however, the United States was undergoing
profound economic change at the beginning of the 21st century. A
wave of technological innovations in computing, telecommunications,
and the biological sciences were profoundly affecting how Americans
work and play. At the same time, the collapse of communism in the
Soviet Union and Eastern Europe, the growing economic strength of
Western Europe, the emergence of powerful economies in Asia, ex-
panding economic opportunities in Latin America and Africa, and the
increased global integration of business and finance posed new op-
portunities as well as risks. All of these changes were leading Ameri-
449
cans to re-examine everything from how they organize their work-
places to the role of government. Perhaps as a result, many workers,
while content with their current status, looked to the future with un-
certainty.
The economy also faced some continuing long-term challenges.
Although many Americans had achieved economic security and some
had accumulated great wealth, significant numbers — especially un-
married mothers and their children — continued to live in poverty.
Disparities in wealth, while not as great as in some other countries,
were larger than in many. Environmental quality remained a major
concern. Substantial numbers of Americans lacked health insurance.
The aging of the large post-World War II baby-boom generation
promised to tax the nation’s pension and health-care systems early in
the 21st century. And global economic integration had brought some
dislocation along with many advantages. In particular, traditional
manufacturing industries had suffered setbacks, and the nation had a
large and seemingly irreversible deficit in its trade with other coun-
tries.
Throughout the continuing upheaval, the nation has adhered to
some bedrock principles in its approach to economic affairs. First, and
most important, the United States remains a «market economy.’’
Americans continue to believe that an economy generally operates
best when decisions about what to produce and what prices to charge
for goods are made through the give-and-take of millions of inde-
pendent buyers and sellers, not by government or by powerful private
interests. In a free market system, Americans believe, prices are most
likely to reflect the true value of things, and thus can best guide the
economy to produce what is most needed.
The pragmatism and flexibility of Americans has resulted in an
unusually dynamic economy. Change — whether produced by grow-
ing affluence, technological innovation, or growing trade with other
nations — has been a constant in American economic history. As a re-
sult, the once agrarian country is far more urban — and suburban —
today than it was 100, or even 50, years ago. Services have become
increasingly important relative to traditional manufacturing. In some
industries, mass production has given way to more specialized pro-
duction that emphasizes product diversity and customization. Large
corporations have merged, split up, and reorganized in numerous
ways. New industries and companies that did not exist at the midpoint
of the 20th century now play a major role in the nation’s economic
life. Employers are becoming less paternalistic, and employees are
expected to be more self-reliant. And increasingly, government and

450
business leaders emphasize the importance of developing a highly
skilled and flexible work force in order to ensure the country’s future
economic success.

Vocabulary notes

to endure виносити (пережити);

to surmount challenges прийняти виклики;
bouts повторювання (круговерть);
the stock market ринок цінних паперів;
gross domestic market валовий національний продукт;
to grapple боротися;
expansion експансія, розвиток;
technological innovation технічні інновації;
collapse розпад;
self-reliant
uncertainty невизначеність;
workforce робоча сила;
long-term довгостроковий;
disparities розбіжності;
to be a major concern бути головним питанням;
to lack health insurance не мати страхового полісу по
страхуванню здоров’я;
baby-boom generation сплеск народжуваності;
pension and health care systems системи забезпечення охорони
здоров’я та пенсій;
setbacks регрес;
irreversible deficit неподоланий дефіцит;
upheaval зрушення;
to adhere дотримуватися чогось;
bedrock principles основні принципи;
to charge prices встановлювати ціни;
pragmatism
urban міський;
suburban приміський;
product diversity розмаїття продукту;
customization зосередження на споживачеві;
to merge зливати;
to split up розходитися;
paternalistic дуже перейматися чимось.

451
 I. Underline all international words in the text. Give their
Ukrainian equivalents.

II. Read, translate and learn the following words and use them in
the sentences of your own:

global depression to affect market economy

sharp inflation risk private
unemployment environmental affluence
a budget surplus to tax an agrarian country
boom manufacturing indus- a highly skilled
tries workforce

III. Find in the text the following words and word combinations,
translate the sentences in which they are used and make up sen-
tences with them:

a global depression; biological sciences; profound economic

change; to organize the workplaces; global economic integration; a
free-market system; American economic history; mass production;
new industries; government and business leaders.

IV. Match the word combinations on the left with their corre-
sponding equivalents on the right:

1) high unemployment a) the total output of goods and

services
2) a period of economic calm b) traditional production of goods
and materials
3) stable prices c) different economic conditions
4) gross domestic product d) power to govern
5) economic change e) something new that is introduced
6) telecommunications f) prices that are not likely to move
or change
7) collapse g) coming into view, become known
8) emergence h) joining with other groups
9) integration i) state of being unemployed
10) government j) come or break to pieces suddenly
11) innovation k) communications by cable, tele-
graph, telephone, radio or TV
12) traditional manufacturing l) a time when everything in the
economy is quite and peaceful

452
 V. Find English equivalents of the words and word combinations
given below and make up sentences with them:

вступити у 21 вік; світова інтеграція; всесвітня війна; роль

уряду; безробіття знизилося до найнижчого рівня; неповна роди-
на; жити у бідності; населення світу; товари та послуги; світовий
випуск продукції; реальна вартість; у два рази менше; гнучкість;
падіння комуністичної системи; уступити; роботодавці; економі-
чні здобутки.

VI. Match the words in column A with their synonyms in column

B and antonyms in column C:

A B C
Word Synonym Antonym
depression development (enlargement) seller
deficit intensive (weighty) evaluation
gross deficiency adequacy
growth property steadfastness
profound interest insecurity
change gain total
innovation purchaser superficial
opportunity novelty spread
accumulate modification elevation
wealth protection decrease
security chance inopportuness
concern despair poverty
advantage aggregate drawback
buyer trusting distrusting
self-reliant net
disinterest

VII. Learn the words given below and their synonyms, consult
dictionaries and try to explain the differences if any:

domestic native, home-grown, home-made; of one’s own country

or a specific country; smth of the home or family; home-
loving; domestic supply of food;

453
to exceed be greater than, go beyond (a limit), beat, surpass,
outdo, excel;
to produce bear, bring forth, yield, supply, give, create, demon-
strate, present, make, originate, generate, bring about,
give rise to, cause, show, exhibit, display;
expansion enlargement, increase, amplification, dilation, inflation,
spread, extension, growth, augmentation, development,
elaboration;
seller vendor, trader, marketer, retailer, agent, dealer, mer-
chant, rep, salesman;
to guide rule, supervise, accompany, attend, conduct, convoy, di-
rect, escort, train, teach, lead, pilot, shepherd, steer,
usher, command, control, handle, manage, advise,
counsel, educate, govern;
dynamic active, driving, energetic, forceful, go-ahead, high-
powered, lively, magnetic, powerful, rigorous, vital;
to give way promote, further smth, favour smth, be conducive to,
make for, assist;
employee hand, staff member, wage-earner, worker, workman.

VIII. Fill in prepositions, where necessary:

THE US AIR AND SPACE INDUSTRY

1. The General Aviation Manufacturers Association (GAMA) rep-

resents approximately 50 … the world’s leading manufacturers …
fixed-wing general aviation airplanes, engines, avionics and compo-
nents.
2. … addition … building nearly all the general aviation airplanes
flying today, GAMA member companies also operate aircraft fleets,
airport fixed-based operations, pilot training and maintenance techni-
cian training facilities worldwide.
3. Safety is the foundation … air industry.
4. The size … the used airplane market is a key gauge as to the
strength … the general aviation market.
5. Security remains a top priority … general aviation and pre-
sumably every other industry … the United States.
6. No GA aircraft has ever been used … a terrorist attack and the
general aviation community is determined to keep it that way.

454
 7. The largest driver … general aviation sales has always been
the economy — and the economy certainly appears to be on the re-
bound.
8. General aviation will also be helped … the push … economic
development … emerging countries.
9. Finally, … all the fundamentals that point … a bright future …
general aviation, is the way US industry is rapidly adapting to meet
the changing needs and expectations … their customers.
10. As you know, GAMA is not alone … its efforts to promote
aviation.
11. Nearly 70 percent … all hours flown … general aviation aircraft
are … business purposes.
12. General aviation is the primary training ground … most com-
mercial airline pilots.

IX. Fill in the articles where necessary:

1. ... the future of ... civil aviation manufacturing base is directly

tied to ... global economy.
2. Approximately 10 percent of ... US economy is directly tied to
aviation, from manufacturing of aircraft through ... tourism industry
that relies on ... ability of ... public to travel.
3. Aviation is ... enabling technology.
4. But in order to meet ... transportation demands of ... growing
global economy policymakers, working with ... aviation industry, will
have to ensure that total system capability will be enhanced.
5. ... manufacturers of aviation products are continually improving
their design and production systems to boost ... efficiency.
6. ... US government must stay committed to ... balanced approach
to improved aircraft environmental performance.
7. ... Columbia Accident Investigation Board report is clear: ...
shuttle must be returned to flight in ... near future once needed safety
improvements are made.
8. This is essential for ... completion and continued operation of
...International Space Station.
9. ... report also made it clear that ... replacement vehicle is needed
in ... very near future.
10. Development of a new vehicle before retiring ... shuttle would
benefit ... nation by keeping them at ... cutting edge of technological
research, providing high-quality US jobs, and raising ... new genera-
tion of highly skilled aerospace workers.

455
 X. Complete the following sentences with the words and expres-
sions from the box, using them in the appropriate form:

In the future; American research scientists; the magic crystal

ball; association; set of goals; research and development; will
support and invest; a campaign; free markets; reallocation of
funds; aerospace products; loan terms; support from; for the fu-
ture; transportation system; magic crystal ball; to preserve; long
experience

AEROSPACE INDUSTRY RESEARCH

AND DEVELOPMENT

Many innovators are credited with having a foresight and genius to

know what would be needed _____ and develop the right technology.
But from _____, we know no one has the magic crystal ball _____, is
a high risk game one in which scientists explore a fascinating idea
they suspect may have application.
_____ has a long history of spectacular achievements — enhancing
the lives of Americans and even saving their lives.
Today _____ hesitate to take risk, because they have lost the desire
to invest in research and development unless there is some guarantee,
the idea will work. Well, we still don’t have _____ but we do have a
plan.
The Aerospace Industries _____ has developed a five-year plan for
aerospace R&D beginning in 2004, to establish a clear _____ for the
nation’s aerospace R&D needs. The industry is hitting the road,
launching ___ to ensure the administration and Congress will _____
in these long-term-goals. The plan also calls for _____ to key areas
such as solid rocket motors, propulsion systems, rotorcraft, global po-
sitioning satellites and avionics.
Also Americans do believe in _____, it is evident that there is no
free market for aerospace products. Every country that produces
_____ receives a variety of governmental assistance in the form of
R&D funding, favorable _____ and the like. To survive in the global
marketplace, Americans believe that the new plan can be implemented
with the strong management in place of NASA and support the White
House and the Congress.
The American’s vision _____ — a robust manned space program,
a modern air _____ that integrates their defense and homeland secu-

456
rity missions, and a military with the state-of-art weapons system —
depends not on _____, but on investments in aerospace R&D. It’s a
commitment America must make _____ the future.

XI. Make up questions to which the following statements will be

the answers:

OIL INDUSTRY

Q. …………………….
A. Exploration for and production of oil and natural gas are the first
steps in delivering gasoline to your car, lights and heat to your
home, raw materials to business and industry, fertilizer to
farmer’s fields, and many other aspects of daily life.
Q. …………………….
A. Without successful exploration and continued production, all of
the items that we depend on oil and gas for would become more
expensive or unavailable.
Q. …………………….
A. Currently, approximately 25% of the US oil and natural gas pro-
duction comes from offshore _____ has enabled the industry to
explore deeper waters in the Gulf of Mexico and minimizing
impact on the environment.
Q. …………………….
A. The federal government owns nearly one-third of the land in the
country, and almost 50% of the land includes wilderness areas,
national parks, and other protected areas.
Q. …………………….
A. The remainder is designated as «multiple use» land, which
means that a variety of activities ranging from oil and gas explo-
ration development, recreation, to ranching are permitted.
Q. …………………….
A. Alaska is currently the source of nearly 18% of US oil produc-
tion, and it holds a number promising areas for future large dis-
coveries.
Q. …………………….
A. Demand for natural gas is expected to rise rapidly as this clean-
burning fuel has many advantages, particularly for power gen-
eration.
Q. …………………….
457
A. Production and environmental protection are not mutually exclu-
sive and the oil and natural gas industry has an excellent track
record of environmental stewardship.
Q. …………………….
A. Advances in technology have transformed the exploration and
production business.
Q. …………………….
A. Production can be conducted in harmony with environment
protection.
Q. …………………….
A. Today, sophisticated technology and high-speed computers help
Americans to develop three-dimensional underground maps that
significantly improve their ability to locate oil or gas deposits.

XII. Agree or disagree with the statements. Give your reasons.

The following phrases may be helpful:

(Not) quite so … On the contrary …

As I see it … I can’t agree with you …
I fully agree with you … In my opinion …
I don’t think so

OIL AND GAS INDUSTRY

1. US demand for natural gas is increasing.

2. The production of gas in many long-time prime producing areas
(e.g. The Gulf Coast) is diminishing to the point of near-total deple-
tion.
3. Without significant increases in drilling (well beyond antici-
pated levels), demand is predicted to significantly exceed supply very
soon.
4. About 14% of US natural gas is being imported from Canada.
5. It is currently impossible to transport natural gas across oceans.
6. Huge gas reserves in the Nile Delta, for example, are relevant to
US needs.
7. Former USSR (once the world’s largest producer) production
has not declined more than 30% since 2002.
8. The best well in the onshore 48 states is in Grand Canyon Field,
Nevada.

458
 9. The Gulf of Mexico is the US hot spot for current exploration
and production.
10. Oil and gas are used for much less than fuel.
11. Every time you brush your teeth (nylon bristles), drink milk
or soda from a plastic container, or play a plastic CD, Thank a Ge-
ologist!
12. Remember that 57% of the US’s electricity is still generated by
burning coal — although almost all of the rest comes from burning oil
or gas.
13. In terms of total US energy usage, the breakdown by source is
given in the following table:

Energy Source Percentage of total

Petroleum 42%
Coal 24%
Natural Gas 20%
Nuclear 8%
Hydro power 2%
Solar, Wind, etc. 2%

14. In contrast to US usage, France obtains about 75% of its elec-

tric supply from nuclear energy sources.
15. The US oil industry lost more than 1.000.000 jobs from 1990-
s, more than the more publicized auto and steel industries combined.

XIII. Answer the questions. Begin your answers with:

I think(believe) … Actually … To tell the truth … As a rule … As

a matter of fact … As far as I know …

1. Your opinion of the US air and space industry.

2. Why do you think safety is the foundation of air-industry?
3. What condition remains a top priority not only of general avia-
tion but of every other industry in the United States?
4. Is the US air industry rapidly adapting to meet the changing
needs and expectations of their customers?
5. Are businesses the most important customers of the air industry?
6. Is globalization of the economy an important factor for future
development of the air industry?

459
 7. Has the Aerospace Industries Association developed a five-year
plan for aerospace R&D?
8. Is there a free market for aerospace products in any country?
9. Do you agree that exploration for and production of oil and
natural gas are the first steps in delivering services to our homes?
10. What lands does the federal government own?
11. Explain, how you understand the words «multiple-use» land.
12. Is Alaska a promising area for future large discoveries of oil?
13. Environment protection and production are not mutually exclu-
sive, are they?
14. Why do you think the US demand for natural gas is increasing?
15. Outline the energy sources and their shares in the US economy.

XIII. Ask questions to elicit the information:

1. The United States is the third largest oil producer in the world,
behind only Saudi Arabia and Russia.
2. The largest gas fields in the world are in the West Siberian Ba-
sin (including Uruguay, Hamburg, Zapolyarnoe) and containing more
gas than in all the known gas fields in the US, including Alaska.
3. In the US about 35% of oil and gas production comes from res-
ervoirs in the Gulf Cost and California, about 25% is form reservoirs
of West Texas, Rockies, Mid-continent, and about 12% is from reser-
voirs of Cretaceous age.
4. The offshore US Gulf of Mexico has become one of the «hot-
test» exploration areas in the world just a few ___ after many had de-
clared it the «Dead Sea» for exploration potential.
5. Dramatic improvements in 3-D seismic technology and deep-
water drilling methodology are largely the basis for this resurgence.
6. In 1994 US oil imports exceeded 50% of consumption for the
first time. But in 2000 US imports were about 11 million barrels per
day compared to their domestic production of 6 million barrels per
day. Just do the math.
7. World consumption of primary energy increased by 2,6% in
2002, well ahead of the 10-year growth trend of 1,4% per annum.
8. World coal consumption increased by 6,9% in 2002. However,
this was almost entirely a Chinese phenomenon, reported consump-
tion in China rose by an extraordinary 27,9%.
9. The USA is the world’s leader in automobile industry.
10. The US auto industry produces 22% of all automobiles in the
world.
460
 11. The US automobile industry’s sales have increased up to 12
million units per year.
12. A wave of mergers with foreign automakers grasped the country
in 1990-s.
13. The most important market for the US automobiles is neigh-
boring Canada.
14. Not all automobile exporters can stand the US standards of
ecological safety.

XV. Translate into English then reproduce the dialogue:

A.: Які тенденції розвитку ми бачимо сьогодні у промисловості

США?
B.: У національному доході вартість продукції промисловості у
10 разів більше вартості продукції сільського господарства.
Промисловість США має велику, технічно оснащену мате-
ріальну базу.
A.: Що можна сказати про рівень безробіття у країні?
B.: Безробіття постійно зростає, бо навіть новітні галузі пра-
цюють не в повну силу.
A.: Виробництво вугілля все ще є важливим для економіки?
B.: Ведуча роль у енергокомплексі належить нафті та природ-
ному газу. В результаті науково-технічного прогресу вугіл-
ля вже не використовується такими споживачами як флот,
залізниця, та комунальне господарство. Сьогодні його ви-
користовують лише електростанції.
A.: Як можна охарактеризувати виробництво електроенергії?
B.: Як галузь, яка дуже швидко зростає. США є світовим ліде-
ром у цій галузі.
A.: Чи чорна та кольорова металургія переживають якісь певні
зміни?
B.: Так, хоча чорна металургія все ще концентрується на пів-
ночі країни, зявилися нові комбінати, які розташовані на
атлантичному узбережжі, які оснащені новітнім обладнан-
ням та працюють вони на імпортній сировині.
A.: А кольорова металургія?
B.: Заводи кольорової металургії тяжіють до регіонів здобичі
сировини або до портів, через які сировина ввозиться, тому
вони, в основному, зосереджені на заході і півдні.
A.: Для країни дуже важлива машинобудівельна галузь, чи не
так? Чим ця галузь відрізняється від інших?

461
B.: Машинобудівельний комплекс відрізняє висока наукова
йомкість. Ще одна важлива його риса — дуже низька капі-
талойомкість виробництва. Так, виробляючи приблизно
40% промислової продукції, вона концентрує лише біля
20% основного капіталу.
A.: Які галузі машинобудування розвиваються швидше за інших?
B.: Треба визначити електротехнічну, радіоелектронну, раке-
тобудівну та авіапромисловість, які в основному, працюють
на військові замовлення.
A.: Які штати вважаються центрами автомобільної промисловості?
B.: Автомобілі виробляються у 125 містах у 26 штатах, але
«автомобільним штатом» є Мічиган, а «автомобільним міс-
том» лишається Детройт.
A.: Які галузі легкої промисловості є більш важливими та роз-
винутими?
B.: Серед галузей легкої промисловості найбільш розвинутими
є текстильна та взуттєва галузі.
A.: Що впливає на розміщення промисловості США, які фактори?
B.: Це, в основному, фактори концентрації трудових ресурсів,
транспортний, а останнім часом економічний та «наукоміс-
ткісний».

XVI. 1) Read, translate and learn the following dialogue, drama-

tize it in class:

I. Labor in the USA

A.: I am very interested in current labor problems in the USA, could
you answer a few questions on the problem?
B.: It is a pleasure to help you.
A.: It is very kind of you. First of all, what is a major challenge to
the American labor?
B.: In the late 20th century, we think the declining size of the
American industrial base was the most important problem.
A.: What could be the reason for it?
B.: Lower labor costs have helped foreign companies in such fields
as automobiles and electronics to gain larger shares of the
American market.
A.: And what about US factories?
B.: Many large US factories have closed, and large numbers of
workers have lost their jobs.
A.: What other problems are of some threat to labor?
462
B.: In my opinion, automation is a continuing challenge. Many
older factories have been introducing automatic machinery to
perform tasks previously done by workers.
A.: Is it done mainly to increase productivity in response to the
challenge of foreign competition?
B.: You are right. And in many cases it has meant the elimination
of jobs.
A.: And what about labor movement in the country?
B.: Although the American labor movement began early in the na-
tion’s history, the percentage of workers who belong to unions
has also declined.
A.: Are there any explanations for this?
B.: Economists, labor leaders themselves have offered several ex-
planations. Some say it reflects the trend in American society
away from manufacturing industries, which have traditionally
been union strongholds, toward service industries with weak
union organization.
A.: And what do you think?
B.: I may add, that women, young people and part-time workers
comprise an unusually large proportion of the employment in-
creases of recent years.

II. Labor Standards

A.: Who is responsible for protecting the rights of US workers?
B.: It is shared by the federal government and the 50 individual states.
A.: What is the role of the federal government?
B.: It may act to regulate commerce among the states, while states may
set conditions applicable to commerce within their own boarders.
A.: Have the states adopted any laws setting labor standards?
B.: You are right. But among federal laws, some of the most im-
portant include: the Act on national minimum wages, overtime
pay, equal pay and standards to protect child labor from abuses.
A.: And what about safety and health?
B.: The law requires employers to provide safe and healthy conditions.
A.: I know that the federal government provides adjustment assis-
tance to employees, companies and communities hurt by foreign
competition, doesn’t it?
B.: In 1974 the Congress adopted The Trade Act. It provides
reemployment services such as training, job research and relo-
cation allowances and weekly cash payments to US workers
who are separated from employment because of foreign imports.
463
 III. Pensions
A.: What pension plans can help privately employed and most gov-
ernment employees in the USA?
B.: There are a lot of pension plans in the country. They cover the
workers who retire or become disabled, or their dependents in
case they die.
A.: What formula is the base for most private pension plans?
B.: It is based on the employee’s age, years of service and annual salary.
By federal law, all pension plans offer «vested pension rights» to
workers who have completed a certain number of years of service.
A.: The employees are guaranteed to receive pension payments af-
ter retirement or in some other cases?
B.: They are guaranteed it even if they leave the firm because they
retire.
A.: What is the largest retirement income program in the country?
B.: It is the US governmental program, called Social Security,
known as the Social Security Act.
A.: What does it provide?
B.: It provides full-rate all-age pensions to working people who re-
tire at age 65, or reduced-rate pensions to those retiring between
the ages of 62 and 65.
A.: Who contributes to this pension plan?
B.: The plan uses no federal funds, as employees contribute to it
through a payroll tax, which is taken as a percentage of their
salaries; employers contribute an equal amount. Self-employed
workers also pay a portion of their earnings to the program.
A.: Who receives the federal pensions?
B.: The federal government has traditionally provided military pen-
sions as well as pensions for most federal workers.
A.: Are all employees satisfied with it?
B.: Many people — generally those who are self-employed and
those who believe their pension plan to be inadequate — put
part of their income into a special individual pension program.
A.: Thank you very much. It clears most of the questions I was in-
terested in.
IV. Unemployment Insurance
A.: Who organizes unemployment insurance?
B.: It is organized as a federal-state system.
A.: Is it the basic program of income support for unemployed US
workers?

464
B.: The Federal-State Unemployed Compensation Program pro-
vides insured wage-earners with a partial replacement of their
wages during periods of involuntary unemployment.
A.: What are the main conditions for the employment insurance?
B.: In general, the worker must be able to work, must not have quit
without good cause or have been discharged for misconduct, must
not be involved in a labor dispute and must be willing to work.
A.: Who determines the amount and duration of the weekly unem-
ployment benefits?
B.: Each state does it on the basis of prior wages and length of em-
ployment of the unemployed.
A.: What is the role of the federal government in periods when un-
employment rises?
B.: The federal government shares the costs of extended benefits
with the states. But it is the states that extend the duration of
benefits when unemployment rises and remains above specified
state levels. Each state operated its own program under its own
laws with only limited federal intervention.

XVII. Topics for discussion:

1. The outline of the US industry.

2. The scientific and technological progress and its impact on the
development of the US Industry.

XVIII. Role-play.

The students prepare the conference on such problems. The agenda

covers the following questions:
1. The 21st century has brought new challenges to the US industry.
2. The problems of the US labor.
3. Pensions in the USA.
4. Unemployment insurance.

PART ІІ
US AGRICULTURE. GENERAL OUTLINE

Agronomy today is very different from what it was before about

1950. Intensification of agriculture since the 1960-s in developed
countries, often referred to as the Green Revolution, was closely tied

465
to progress made in selecting and improving crops and animals for
high productivity, as well as to developing additional inputs such as
artificial fertilizers and phytosanitary products.
However, environmental damage due to intensified agriculture, in-
dustrial development and population growth have raised many ques-
tions among agronomists and have led to the development and emer-
gence of new fields, e.g. integrated pest management, waste treatment
technologies, landscape, agriculture, genomics.
New technologies, such as biotechnology and computer science
(for data processing and storage) and technological advances have
made it possible to develop new research fields, including genetic en-
gineering and precision farming.
Agriculture science seeks to feed the world’s population while
preventing biosafety problems that way affect human health and the
environment. This requires promoting good management of natural
resources and respect for the environment.
Economic environment, and social aspects of agriculture sciences
are subjects of ongoing debate. Recent crises, such as mad cow dis-
ease and issues such as the use of genetically modified organisms, il-
lustrate the complexity and importance of this debate.
In the western world, use of improved genetics, better management
of soil nutrients and improved weed control have greatly increased
yields per acre. At the same time, use of mechanization has decreased
labor requirements, releasing most of the population from intense ag-
ricultural labor.
In recent years some aspects of industrial intensive agriculture have
been the subject of increasing discussion. The widening sphere of influ-
ence held by large seed and chemical companies and meat packers has
been a source of concern both within the farming community and for the
general public. The patent protection given to companies that develop
new types of seed using genetic engineering has allowed seed to be li-
censed to farmers in much the same way that computer software is li-
censed to users. This has changed the balance of power in favour of the
seed companies allowing them to dictate terms and conditions previously
unheard of. Some argue, these companies are guilty of biopiracy.
Soil conservation and nutrient management have been important
concerns since the 1950-s, with the best farmers taking a stewardship
role with the land they operate.
Increasing consumer awareness of agricultural issues has led to the
rise of community supported agriculture, local food movement, slow
food and commercial organic farming, though these yet remain fledg-
ling industries.

466
 Agricultural policy focuses on the goals and methods of agricul-
tural production. At the policy level, common goals of agriculture in-
clude:
food safety: ensuring that the food supply is free contamination;
food security: ensuring that the food supply meets the population’s
needs; and
food quality: ensuring that the food supply is of a consistent and
known quality.
Very recently, genetic engineering has begun to be employed to
speed up the selection and breeding process. The most widely used
modification is a herbicide resistance gene that allows plants to toler-
ate exposure to glyphosate. A less frequently used but more contro-
versial modification causes the plant to produce a toxin to reduce
damage from insects.
There are specialty producers who raise less common types of
livestock or plants: aquaculture, the farming of fish, shrimp, and al-
gae; apiculture, the culture of bees, traditionally for honey, increas-
ingly for crop pollination.

Vocabulary notes

intensification of agriculture інтенсифікація сільського госпо-

дарства;
artificial fertilizers штучні добрива;
environmental damage пошкодження оточуючого середо-
вища;
agronomists агрономи;
pest management контроль за паразитами;
waste treatment technologies технології щодо ліквідації відходів;
landscape architecture ландшафтний дизайн;
genomics
biotechnology біотехнологія;
genetic engineering прикладна генетика;
ongoing debate дебати, які йдуть у теперішній час;
yields врожай;
community спільнота;
computer software програмне забезпечення;
seed companies компанії, які займаються прода-
жем насіння;
biopiracy біопіратство;

467
nutrient management
stewardship
fledgling industries
contamination
herbicide resistance
контроль за споживчими власти-
востями;
керівництво;
галузі, що не набрали силу;
забруднення;
протистояння гербіцидам.

I. Find in the text the following words and word combinations,

translate the sentences in which they are used and make up sen-
tences with them:

agronomy; phytosanitary products; biotechnology; environment;

per acre; awareness; food safety; food quality; shrimp; Green Revolu-
tion; environmental damage; to feed; mad cow disease; biopiracy;
slow food; food security; livestock; honey.

II. Find in the text the equivalents of the words and word com-
binations given below and make up sentences with them:

розвинуті країни; зріст населення; пам’ять (комп’ютерна);

дебати; контроль за сорняками; компанії, які виробляють
фасоване м’ясо; ліцензований; ген; комахи; аквакультура;
бджоли.

III. Fill in the articles where necessary:

WASHINGTON STATE:
SERVING THE WORLD’S FOOD MARKETS

1. Crisp apples, creamy diary products, fine wine, fresh seafood,

… succulent beef and … mouth-watering vegetables. Washington
food products are known world-wide for their quality, variety and …
year-round availability.
2. Combined with state of … art food-processing, world-class
transportation and port facilities, and … cutting-edge research and
technology sector, Washington state is … agricultural powerhouse.
3. … agriculture has played … critical role in Washington’s econ-
omy since … first pioneers settled over 200 years ago. Today, … agri-
food complex employs 173,000 people — more than any other sector
in the state.

468
 4. Agriculture accounts for … fifth of the state’s annual gross
product. In 2000, … farmers earned $ 5.4 billion, ranking Washing-
ton’s farms among … top twelve in the nation.
5. … industry has increased efficiency and productivity as … re-
sult of heightened competition and growing consolidation.
6. Washington growers use … latest technology to preserve … soil
and water.
7. … industry employs sophisticated monitoring equipment to en-
sure food security from … field to … plate.
8. Seattle is … processing and distribution centre for … vast fish-
eries of … north Pacific Ocean.
9. It is homeport for … largest fishing companies in … nation, and
… US headquarters for many foreign-flag fleets.
10. Catches of … salmon, crab, pollock, cod, sablefish, halibut and
shrimp supply half of … nation’s seafood and are … important export.
… agriculture plays … major role in both domestic and export mar-
kets with growing production of farmed salmon, oysters, clams, and
other species.

III. Learn the words given below and their synonyms, consult
dictionaries and explain the difference, if any:

A B C
Word Synonym Antonym
dairy milk products vegetable products
succulent juicy dried
variety different things of the same kind something constant
processing handle or prepare by a special non-processing
method; manufacture
critical crucial, key unimportant
settle colonize desert
pioneer explorer follower
competition rivalry cooperation
sophisticated the latest out-of-date
headquarters the main office branch
fleet number of vehicles under the same farage
ownership
catches takes loss

469
 VII. Match the word combinations on the left with their corre-
sponding equivalents on the right:

1) agronomy a) man-made
2) to improve b) make or become better
3) artificial c) application of biology to industry or com-
merce
4) biotechnology d) to regulate
5) waste e) to dispute
6) control f) produce new or improved strains (of domes-
tic animals and plants)
7) to argue g) to put up with
8) awareness h) anything of no further
9) breeding i) to have a specific position
10) to rank j) having knowledge; being informed
11) to tolerate k) science of soil management and crop pro-
duction

VIII. Fill in prepositions where necessary:

Washington State’s food processing sector is the second largest

manufacturing industry, employing over 40,000 workers. Food proc-
essing accounts … more than 11 percent … the total value … manu-
facturing production … Washington State, with over $8 billion in an-
nual revenues. It is a national leader … fruit products, including fruit
juices and concentrates, frozen vegetables, potato products and sea-
food products. World-class wines, craft beers and gourmet coffee, as
well as a variety … high-quality specialty foods, are among the many
Washington state goods available.
Historically, Washington’s reliable supply … inexpensive electric-
ity generated by dams on the Snake and Columbia Rivers have con-
tributed … the processed food sector’s steady growth, especially …
the frozen food industry.
Fruit and vegetable processing account … over a third … both the
dollar value added and the total employment in this sector. Washing-
ton State regularly leads the United States … the percentage … fruit
and vegetable crops processed into value-added foodstuffs such …
frozen vegetables, purees and concentrates.
Washington ranks fifth … wheat production in the nation. Average
yields here are 61 bushels … acre, significantly higher than the na-
tional average. Washington’s large food processing industry is due …
innovative companies such … Pasta USA, the only manufacturer …

470
instant pasta … the US, as well as established industry leaders, such
… Continental Mills, a manufacturer … bakery mixes, and Lamb-
Weston, one … the largest US potato processors.
IX. Complete the following sentences with the words and expres-
sions from the box, using them in the appropriate form. Some words
may be used more than once:

Specific; gourmet; a leader; organic; a world-class; beverage;

domestic; premium; latitude; owned; milk; consumer demands;
ice; regions; cool; ultra-premium; fastest-growing; quality

1. Washington ranks first in the nation for _____ production per

cow — 23,000 pounds in 2000, well above the national average.
2. Value-added dairy products, such as butter, cheese, powdered
milk and ice-cream, are made from 80% of the total milk production.
3. The state is home to West Farm Foods, _____ by the nation’s
fourth-largest diary cooperative and owner of the Darigold brand.
4. Located at approximately the same _____ as the great wine
_____ of France, with warm long days and _____ crisp nights,
Washington is noted for its _____ wines.
5. With over 29,000 acres of viniferous grapes in production,
Washington’s state’s output of premium and _____ wines serves a
discerning and the _____ segment in the market.
6. Wine exports have increased dramatically in the last two dec-
ades and now challenge European wines in their … markets.
7. Washington’s micro-brew beer production is another growing
segment of the _____ industry.
8. Washington’s standing as the nation’s top apple, pear, sweet
cherry and Concord grape producer make a _____ juice industry a
natural.
9. Washington is also a leading producer of _____ food. At the re-
quest of the organic industry, Washington was the first state to estab-
lish standards for organic products and has been a _____ in develop-
ing the National Organic Standards.
10. A growing number of Washington’s companies provide _____
and ethnic foods to worldwide markets.
11. These products, ranging from all-natural pastas to soft salmon
jerky to loganberry liquor-filled chocolates, use high _____ or natural
ingredients readily available from Washington growers.
12. The State’s food processors, responding to _____ world wide,
are tailoring products to fit _____ markets.

471
 X. Make up questions to which the following statements will be
the answers:

Q. …………………….
A. About two dozen lawyers and activists planned how to wage a
legal war against obesity with the law-suit as their most potent
weapon.
Q. …………………….
A. After tobacco, it is clear that food is the next target of litigation.
Q. …………………….
A. The thrust of the argument is likely to be that some food makers
do not label their products clearly so consumers are not aware of
the calorific value.
Q. …………………….
A. It is also claimed that he marketing of wealthy food is aimed at
children.
Q. …………………….
A. Kraft, the biggest food manufacturer in the United States, has
just announced that it will limit the size of its portions of cheese
and other products, and put much more nutritional information
on packets of its wide range of foods, like the famed Oreo
cookies.
Q. …………………….
A. The United States Surgeon-General, the highest medical official
in the land, reckons that obesity among adolescents has tripled in
the past 20 years.
Q. …………………….
A. But the battle in the courts will be over whether food makers are
responsible for that rise in fatness or whether food eaters should
take responsibility on themselves.
Q. …………………….
A. The food industry argues that people know that burgers and bis-
cuits are not low-calorie health foods and that it is for the con-
sumer to show some sense.
Q. …………………….
A. Companies may be vulnerable, though, if they don’t clearly in-
dicate the ingredients of products. That way nobody can claim
that they did not know that, let us say, cheese or biscuits were
high calorie.

472
 XI. Answer the questions. Begin your answers with:

I think(believe) … Actually … To tell the truth … As a rule …

As a matter of fact … As far as I know …

1. Why, do you think, agronomy is very different from what it was

half a century ago?
2. What do you know about the Green Revolution?
3. Why, do you think, population growth have raised a lot of ques-
tions among agronomists?
4. What is the primary objective of agriculture sciences?
5. Explain what do we understand by «biosafety» problems?
6. What helped to increase greatly yields per acre?
7. What do we understand by «community supported» agriculture?
8. What is «food safety»?
9. What is «food security»?
10. What is «food quality»?
11. What is «aquaculture»?
12. What is «apiculture»?

XII. Agree or disagree with the statements. Give your reasons.

The following phrases may be helpful:

(Not) quite so … On the contrary …

As I see it … I can’t agree with you …
I fully agree with you … In my opinion …
I don’t think so… In addition …
That depends ….

1. The eating habits we develop in the first few months of life can
shape our tastes for life.
2. Babies’ feeding experiences may contribute to food likes and
dislikes.
3. Starting good eating habits early in life are essential.
4. Coca-Cola and Pepsi are launching high-sugar orange juice
products.
5. From the nation’s earliest days, farming has held a crucial place
in the American economy and culture.
6. The American farmer has not always been quite successful at
producing food.
473
 7. The agricultural sector has suffered periodic bouts of overpro-
duction that have increased prices.
8. American farmers owe their ability to produce large yields to
extremely favorable natural conditions.
9. The American Midwest has some of the richest soil in the
world.
10. Large capital investments and increasing use of highly trained
labor have not contributed to the success of American agriculture.
11. Biotechnology has led to the development of seeds that are dis-
ease- and drought-resistant.
12. Computers track farm operations and even space technology is
utilized to find the best places to plant and fertilize crops.
13. What’s more, researchers periodically introduce new food prod-
ucts and new methods for raising them, such as artificial ponds to
raise fish.
14. Farmers have not repealed some of the fundamental laws of na-
ture, however, they still have to contend with forces beyond their
control — the weather.

XIII. Ask questions to elicit the information:

1. The growing interdependence of world markets prompted world

leaders to attempt a more systematic approach to regulating agricul-
tural trade among nations.
2. Almost every agriculture-producing country provides some
form of government support for farmers.
3. In the late 1970-s and early 1980-s, as world agricultural market
conditions became increasingly variable, most nations with sizeable
farm sectors instituted programs or strengthened existing ones to
shield their own farm sectors from what was often regarded as foreign
disruption.
4. These policies helped to shrink international markets for agri-
cultural commodities, reduce international commodity prices, and in-
crease surpluses of agricultural commodities in exporting countries.
5. In a narrower sense, it is understandable why a country might
try to solve an agricultural overproduction problem by seeking to ex-
port its surpluses freely while restricting imports.
6. In practice, however, such a strategy is not possible; other
countries are understandably reluctant to allow imports from countries
that do not open their markets in turn.
7. By the mid-1980-s, governments began working to reduce sub-
sidies and allow freer trade for farm goods.

474
 8. The USA asked more than 90 countries, members of the world’s
foremost international trade agreements, known as the General
Agreement on Tariffs and Trade (GATT), to negotiate the gradual
elimination of all farm subsidies and other policies that distort farm
prices, production and trade.
9. The USA especially wanted a commitment for eventual elimi-
nation of European farm subsidies and the end of Japanese bans on
rice imports.
10. Farm trade disputes continues, however.
11. From American’s point of view, the European Community
failed to follow through with its commitment to reduce agricultural
subsidies.
12. Meanwhile European countries raised barriers to American
foods that were produced with artificial hormones or were genetically
altered.
13. The USA called again for deep cuts in agricultural subsidies and
tariffs worldwide.
14. Japan and European nations were likely to resist these pro-
posals.

XIV. Translate into English:

A.: Сполучені Штати Америки володіють великими земель-

ними ресурсами та сприятливою структурою земельного
фонду.
B.: Так, несприятливі для сільського господарства землі є тіль-
ки на Алясці та у високогірних та пустельних районах Кор-
діл’єр.
A.: Також, температурні умови дозволяють вирощувати всі
сільськогосподарські культури помірного та субтропічного
поясів.
B.: А на півдні Флориди та Гавайях — тропічні культури.
A.: Агропромисловий комплекс грає важливу роль в економіці
США. З чого він складається?
B.: Він включає галузі, які виробляють засоби виробництва для
сільського господарства (1 сфера), само сільськогосподар-
ське виробництво (2 сфера), та галузі переробної промисло-
вості та її реалізація (3 сфера).
A.: Виробництво в АПК збільшилось до 701б5 млрд. доларів, а
скільки робочої сило зайнято в цій галузі?
B.: У АПК працює десь близько 21,0 млн. чоловік.
A.: Чим характеризується сільське господарство США?

475
B.: Високий рівень інтенсифікації праці, гостра міжгалузева
конкуренція, висока капіталомісткість та його масштаби за-
безпечують високий рівень сільськогосподарського вироб-
ництва.
A.: З перших років існування країни лідери нації перетворюва-
ли фермера на зразок для нації.
B.: Так, всі пам’ятають слова Томаса Джефферсона, третього
президента США: «Ті, хто обробляють землю — найцінні-
ший громадяни. Найенергійніші, найнезалежніші, вони са-
мими щільними вузами пов’язані зі своєю країною та її ін-
тересами.»
A.: То ж, можна сказати, що цінності фермерської Америки бу-
ли сприйняті всім суспільством.
B.: Так, Американське сільське господарство відрізняється ба-
гатством, неперевершеним ніде більше. Це сталося частково
завдяки просторам країни, та її природі.

XV. Read, translate and learn the following dialogue. Dramatize

it in class:

A.: American farmers entered the 21st century with some of the
same problems they encountered during the 20th century.
B.: But what problem is the most important?
A.: It is overproduction. As has been true since the nation’s found-
ing, continuing improvements in farm machinery, better seeds,
better fertilizers, and effective pest control have made farmers
more and more successful in what they do.
B.: What is the average size of most American farms?
A.: Just as an industrial enterprise might seek to boost profits by be-
coming bigger and more efficient, many American farms have
got larger.
B.: What is American agriculture called nowadays?
A.: In fact, American agriculture increasingly has become «agri-
business», a term created to reflect the big, corporate nature of
many farm enterprises in the modern US economy.
B.: What does agribusiness include?
A.: It includes a variety of farm businesses and structures, from
small one-family corporations to huge conglomerates or multi-
national firms that own large tracts of land or that produce
goods and materials used by farmers.
B.: I understand that the advent of agribusiness has meant fewer but
much larger farms, hasn’t it?

476
A.: Right you are. The number of farms decreased, but each farm
averages 190 hectares in size.
B.: Is it easy to make entry into full-time farming?
A.: Quite the contrary. The high cost of capital investment — in
land and equipment — makes entry into full-time farming ex-
tremely difficult for most persons.
B.: Do the numbers demonstrate, that the American «family farm»
— rooted firmly in the nation’s history — faces powerful eco-
nomic challenges?
A.: Americans continue to rhapsodize about the neat barns and cul-
tivated fields of the traditional rural landscape, but they are not
likely to pay the price for it — either in higher food prices or
government subsidies to farmers — of preserving the family
barn.

XVI. Discuss the following points using the data you have stud-
ied:

1. Speak of agriculture of the country, about new developments,

new trends and new perspectives.
2. Compare American agriculture with Ukrainian agriculture.

XVII. Role play.

Hold a conference on «US Farming» highlighting the problems:

1. The 21st century opens new horizons for US agribusiness.

2. New trends in the US farming.
3. US food industry.

477
 Unit

PART I
UKRAINIAN
ECONOMY

Following a decade of economic decline, Ukraine gradually

turned to a steady growth path. Macroeconomic stabilization and
favourable external conditions contributed to rapid economic
recovery. After an impressive economic performance, Ukraine’s
economic growth slowed as external conditions deteriorated. Nev-
ertheless, the Ukrainian economy demonstrated one of the highest
growth rates during the last years. Strengthening domestic con-
sumption, a gradually improving external environment and con-
tinuing investment expansion contributed to 5% GDP growth. The
major sectors that drove economic growth were industry, wholesale
and retail trade and agriculture.
Relatively rapid expansion of capital investments and continuous
growth of foreign direct investment inflow provided evidence of posi-
tive development of the real sector. Although the overall level of FDI
(foreign direct investment) attracted into Ukraine’s economy was one
of the lowest in the region, its sustained growth since the financial cri-
sis of 1998 proved that the Ukrainian economy became more attrac-
tive for foreign investment. On the other hand, an increase in foreign
direct investment inflow was more than offset by massive portfolio
outflows, driven mostly by political instability and some legislative
deficiencies.
The current account surplus increased significantly, driven by
strong exports and a high level of transfers, and international reserves
continued to accumulate. Constant interventions by the National Bank
of Ukraine contributed to the stability of the national currency against
the US dollar, and to a rapid growth of monetary aggregates that ac-
commodated high money demand during the following years. The
478
growing working capital needs of the real sector were partly satisfied
by a marked increase in commercial bank lending. At the same time,
the cost of loans and their maturity structure were not conducive to
wide use of loanable funds to finance long-term investment projects of
enterprises.
Good harvest was the main reason for a substantial decline in in-
flation. Consumer prices followed a deflationary path that, in combi-
nation with a sizeable shortfall in privatization revenues, led to fiscal
expenditure cuts and an increase in government borrowing in order to
avoid substantial fiscal deficit. Ukraine placed a new Eurobonds issue
and resorted to additional borrowing from domestic creditors to sat-
isfy its financing needs. As a result, the consolidated budget posted
small surplus and the stock of Ukraine’s public debt increased. Nev-
ertheless, the country’s debt to GDP ratio remained relatively modest
at 34% of GDP.
Although the following years brought about positive economic and
political developments, as the external environment remained
favourable, the gradually unfolding presidential election campaign
contributed to a generally cautious investor attitude towards Ukraine.
Among the achievements of Ukraine were the following: 1) an
impressive 7.5% GDP growth; 2) real household incomes continued to
grow, indicating an improvement in living standards; 3) adoption of
the new tax laws reflected the government strong intentions to
proceed with structural reforms; 4) sound external debt management
led to successful Eurobonds placement, which followed an increase in
the country’s international investment ratings; 5) the favourable
external environment drove foreign trade surpluses, which allowed for
the National Bank’s international reserves to reach record high levels;
6) improvement of the country’s international image following
cancellation of sanctions and warming relations with the US
government.
Even though Ukraine’s macroeconomic performance was
improved significantly over the last several years, a number of
economic risks are still in place. Despite the fact that inflation accel-
erated to almost 6%, monetary policy remained loose.
Renewal of suspended adjustment lending from the international
financial institutions remains uncertain as the government has yet
to demonstrate its ability to cope with outstanding problems, such
as reduction of VAT refund arrears and abolishment of tax privi-
leges.

479
 Vocabulary notes

economic performance функціонування економіки

economic recovery пожвавлення економіки
domestic consumption внутрішне споживання
investment expansion зростання розміру капіталовкладень
wholesale trade оптова торгівля
retail trade роздрібна торгівля
investment inflow приплив капіталовкладень
political instability політична нестабільність
legislative deficiencies недоліки законодавства
current surplus активне сальдо по поточних розрахунках
national currency національна валюта
fiscal expenditure cuts скорочення бюджету
household income сімейний дохід
living standards життєвий рівень

I. Underline all international words in the text. Give their

Ukrainian equivalents.

II. Read, translate and learn the meaning of the following words
and use them in sentences of your own.

stabilization the process of becoming firm, steady or unchanged.

wholesale the business of selling goods in large quantities, espe-
trade cially to shopkeepers.
retail trade the business of selling goods in shops to customers for
their own use and not for selling again.
portfolio a collection of shares by a particular person or company.
campaign a series of actions intended to achieve a particular re-
sult, in politics or business.
tax an amount of money that you must pay to the govern-
ment according to your income, property, goods etc.
That is used to pay for public services.

III. Find in the text the following words and word combinations,
translate the sentences in which they are used and make up sen-
tences with them.

a high level of transfers; conducive; constant interventions; cur-

rent account surplus; deflationary path; domestic consumption; eco-

480
nomic decline; economic recovery; fiscal expenditure cuts; foreign
trade surpluses; household income; impressive economic perform-
ance; inflation; investment expansion; investment inflow; legislative
deficiencies; living standards; massive portfolio outflow; maturity
structure; monetary aggregate; monetary policy; national currency;
political instability; stability; the cost of loans; wholesale and retail
trade.

IV. Find English equivalents of the words and word combina-

tions given below and make up sentences with them.

активне сальдо по поточних розрахунках; внутрішне спожи-

вання; життєвий рівень; зростання розміру капіталовкладень; на-
ціональна валюта; недолік законодавства; оптова торгівля; по-
жвавлення економіки; політична нестабільність; приплив
капіталовкладень; роздрібна торгівля; сімейний дохід; скорочен-
ня бюджету; функціонування економіки.

V. Complete the following sentences filling in appropriate words

from the box.

aggregates; conducive; current account surplus; decline; domes-

tic consumption; economic performance; economic recovery;
fiscal expenditure cuts; investment expansion; investment in-
flow; legislative deficiencies; maturity; national currency; offset;
political instability; wholesale and retail trade.

1. After an impressive … , Ukraine’s economic growth slowed as

external conditions deteriorated.
2. An increase in foreign direct investment inflow was more
than … by massive portfolio outflows, driven mostly by … and
some … .
3. At the same time, the cost of loans and their … structure were
not … to wide use of loanable funds to finance long-term investment
projects of enterprises.
4. Constant interventions by the National Bank of Ukraine
contributed to the stability of the … against the US dollar, and to a
rapid growth of monetary … that accommodated high money demand
during the following years.

481
 5. Consumer prices in combination with a sizeable shortfall in
privatization revenues, led to … and an increase in government
borrowing in order to avoid substantial fiscal deficit.
6. Following a decade of economic …, Ukraine gradually turned to
a steady growth path.
7. Macroeconomic stabilization and favourable external conditions
contributed to rapid … .
8. Relatively rapid expansion of capital investments and
continuous growth of foreign direct … provided evidence of positive
development of the real sector.
9. Strengthening …, a gradually improving external environment
and continuing … contributed to 5% GDP growth.
10. The … increased significantly, driven by strong exports and a
high level of transfers, and international reserves continued to
accumulate.
11. The major sectors that drove economic growth were industry, …
and agriculture.

VI. Learn the words given below and their synonyms, consult
dictionaries and try to explain the differences, if any.

campaign, n. — operation, exercise, expedition crusade, drive,

fight, battle, attack, offensive.
cancellation, n. — annulment, repeal, revocation, abrogation, dele-
tion, obliteration, elimination, abolition.
community, n. — society, general public, nation, state, people,
populace, brotherhood, association, company, colony, village, town-
ship, district, neighbourhood, parish.
condition, n. — stipulation, provision, proviso, term, clause, quali-
fication, restriction, requirement, necessity.
currency, n. — money, cash, notes, coins, legal tender.
expansion, n. — enlargement, increase, amplification, dilation, in-
flation, spread, unfolding, extension, growth, augmentation, develop-
ment, elaboration.
incomes, n. — revenue, receipts, takings, proceeds, yield, return,
gains, profits, earnings, pay, wages, salary.
loan, n. — advance, credit, usury.
recovery, n. — recuperation, convalescence, rally, revival, im-
provement, amelioration, cure, healing.
surplus, n. — excess, surfeit, superabundance, plethora, residue,
remainder, rest, balance.

482
 VII. Match the verbs on the left in column A with their corre-
sponding definitions on the right in column C (a — g).

A B C
1) to abolish means a) to continue to do something that has already been
planned or started.
2) to accelerate b) to develop into a bad or worse situation.
3) to accumulate c) to gradually get more and more money, posses-
sions, knowledge etc over a period of time.
4) to deteriorate d) to make something happen faster than usual or
sooner than you expect.
5) to indicate e) to officially end a law, system etc, especially one
that has existed for a long time.
6) to proceed f) to show or be a sign of a particular situation or
feeling.
7) to reflect g) to show that a particular situation exists, or that
something is likely to be true.

VIII. Match the words in column A with their synonyms in col-

umn B and antonyms in column C.

A B C A B C
Word Synonym Antonym Word Synonym Antonym
cautious careful changeable loose native rash
constant confident foreign major personal secure
current encouraging indirect national present slow
direct fast insignificant outstanding prosperous uncertain
domestic general local positive regular unfavourable
favourable imposing minor rapid superb unimpressive
impressive main obsolete successful untied unsuccessful

IX. Fill in prepositions, where necessary.

1. … the other hand, an increase … foreign direct investment in-

flow was more than offset … massive portfolio outflows, driven
mostly … political instability and some legislative deficiencies.

483
 2. Constant interventions … the National Bank … Ukraine con-
tributed … the stability … the national currency … the US dollar.
3. Even though Ukraine’s macroeconomic performance was im-
proved significantly … the last several years, a number … economic
risks are still … place.
4. Following a decade … economic decline, Ukraine gradually
turned … a steady growth path.
5. Good harvest was the main reason … a substantial decline …
inflation.
6. Relatively rapid expansion … capital investments and continu-
ous growth … foreign direct investment inflow provided evidence …
positive development … the real sector.
7. Renewal … suspended adjustment lending … the international
financial institutions remains uncertain as the government has yet to
demonstrate its ability to cope … outstanding problems.
8. The cost … loans and their maturity structure were not condu-
cive … wide use … loanable funds to finance long-term investment
projects … enterprises.
9. The current account surplus increased significantly, driven …
strong exports and a high level … transfers, and international reserves
continued to accumulate.
10. The growing working capital needs … the real sector were
partly satisfied … a marked increase … commercial bank lending.
11. The Ukrainian economy demonstrated one … the highest
growth rates … the region … the following years.
12. Ukraine placed a new Eurobonds issue and resorted … addi-
tional borrowing … domestic creditors to satisfy its financing needs.

X. Fill in articles where necessary.

1. … constant interventions by … National Bank of … Ukraine

contributed to … stability of … national currency against … US dol-
lar, and to … rapid growth of … monetary aggregates that accommo-
dated … high money demand during … following years.
2. … current account surplus increased significantly, driven by …
strong exports and … high level of transfers, and … international re-
serves continued to accumulate.
3. … good harvest was … main reason for … substantial decline in
… inflation.
4. … increase in … foreign direct investment inflow was more
than offset by … massive portfolio outflows, driven mostly by … po-
litical instability and some legislative deficiencies.

484
 5. … macroeconomic stabilization and … favourable external con-
ditions contributed to … rapid economic recovery.
6. … major sectors that drove economic growth were … industry,
… wholesale and … retail trade and … agriculture.
7. … relatively rapid expansion of … capital investments and …
continuous growth of … foreign direct investment inflow provided
evidence of … positive development of … real sector.
8. … Ukraine gradually turned to … steady growth path.
9. … Ukraine’s macroeconomic performance was improved sig-
nificantly over … last several years.
10. … Ukrainian economy demonstrated one of … highest growth
rates in … region during … following years.
11. After … impressive economic performance, … Ukraine’s eco-
nomic growth slowed as … external conditions deteriorated.
12. Despite … fact that … inflation accelerated to almost 6%, …
monetary policy remained loose.
13. Strengthening domestic consumption, … gradually improving
external environment and … continuing investment expansion con-
tributed to 5% GDP growth.
14. Ukraine placed … new Eurobonds issue and resorted to … addi-
tional borrowing from … domestic creditors to satisfy its financing needs.

XI. Agree or disagree with the statements. Give your reason. The
following phrases may be helpful:

As I see it …; (Not) quite so …; As a matter of fact ...;

In addition …; I don’t think so …; Generally speaking ...;
To my mind ...; The thing is that ...; I can’t agree with you …;
That depends ...; On the contrary …; I fully agree with you …;
Furthermore …; Putting it mildly ...; I’m of the same opin-
In my opinion …; Strictly speaking ...; ion …;
To tell the truth ...; I should say it’s only
partly true … .

1. Macroeconomic stabilization and favourable external conditions

in Ukraine contributed to rapid economic recovery.
2. After an impressive economic performance, Ukraine’s economic
growth slowed as external conditions deteriorated.
3. Strengthening domestic consumption, a gradually improving
external environment and continuing investment expansion contrib-
uted to 5% GDP growth.
485
 4. Relatively rapid expansion of capital investments and
continuous growth of foreign direct investment inflow provided
evidence of positive development of the real sector.
5. The current account surplus increased significantly, driven by
strong exports and a high level of transfers, and international reserves
continued to accumulate.
6. At the same time, the cost of loans and their maturity structure
were not conducive to wide use of loanable funds to finance long-term
investment projects of enterprises.
7. Good harvest was the main reason for a substantial decline in in-
flation.
8. Consumer prices followed a deflationary path that, in
combination with a sizeable shortfall in privatization revenues, led to
fiscal expenditure cuts and an increase in government borrowing in
order to avoid substantial fiscal deficit.
9. As a result, the consolidated budget posted small surplus and the
stock of Ukraine’s public debt has increased.
10. The country’s debt to GDP ratio remained relatively modest at
34% of GDP.
11. The following years brought about positive economic and
political developments, as the external environment remained
favourable, the gradually unfolding presidential election campaign
contributed to a generally cautious investor attitude towards Ukraine.
12. Despite the fact that inflation accelerated to almost 6%, mone-
tary policy remained loose.
13. Renewal of suspended adjustment lending from the international
financial institutions remains uncertain as the government has yet to
demonstrate its ability to cope with outstanding problems.

XII. Ask questions to elicit the information.

1. Following a decade of economic decline, Ukraine gradually

turned to a steady growth path.
2. The Ukrainian economy demonstrated one of the highest growth
rates in the region during the following years.
3. The major sectors that drove economic growth were industry,
wholesale and retail trade and agriculture.
4. Although the overall level of FDI attracted into Ukraine’s
economy was one of the lowest in the region, its sustained growth
since the financial crisis of 1998 proved that the Ukrainian economy
became more attractive for foreign investment.

486
 5. On the other hand, an increase in foreign direct investment
inflow was more than offset by massive portfolio outflows, driven
mostly by political instability and some legislative deficiencies.
6. Constant interventions by the National Bank of Ukraine
contributed to the stability of the national currency against the US
dollar, and to a rapid growth of monetary aggregates that
accommodated high money demand during the year.
7. The growing working capital needs of the real sector were partly
satisfied by a marked increase in commercial bank lending.
8. The cost of loans and their maturity structure were not condu-
cive to wide use of loanable funds to finance long-term investment
projects of enterprises.
9. Ukraine placed a new Eurobonds issue and resorted to additional
borrowing from domestic creditors to satisfy its financing needs.
10. Although the following years brought about positive economic
and political developments, as the external environment remained
favourable, the gradually unfolding presidential election campaign
contributed to a generally cautious investor attitude towards Ukraine.
11. Though Ukraine’s macroeconomic performance was improved
significantly over the last several years, a number of economic risks
are still in place.
12. Despite the fact that inflation accelerated to almost 6%, mone-
tary policy remained loose.
13. Renewal of suspended adjustment lending from the international
financial institutions remains uncertain as the government has yet to
demonstrate its ability to cope with outstanding problems, such as re-
duction of VAT refund arrears and abolishment of tax privileges.

XIII. Answer the questions. Begin your answers with:

Actually …; As far as I know … ; As far as I re-

As a rule …; The matter is that ...; member ...;
In any case ...; I suppose/believe …; As far as I am con-
As things are ...; That depends (on) …; cerned ...;
To tell the truth …; I am declined to think ...; Frankly/strictly
speaking …;
To make a long
story short ... .

1. What contributed to rapid economic recovery?

2. Why did Ukraine’s economic growth slow?
487
 3. What did the Ukrainian economy demonstrate in the region
during the following years?
4. What were the major sectors that drove economic growth?
5. What did relatively rapid expansion of capital investments and
continuous growth of foreign direct investment inflow provide?
6. What proves that the Ukrainian economy became more
attractive for foreign investment?
7. What contributed to the stability of the national currency against
the US dollar?
8. What was the main reason for a substantial decline in inflation?
9. What led to fiscal expenditure cuts and an increase in
government borrowing? Why?
10. Why did Ukraine resort to additional borrowing from domestic
creditors?
11. Did the consolidated budget post small surplus?
12. What are the achievements of Ukraine in the field of economy?
13. Do you agree that even though Ukraine’s macroeconomic
performance was improved significantly over the last several years, a
number of economic risks are still in place? Why?
14. Why does renewal of suspended adjustment lending from the
international financial institutions remain uncertain?

XIV. Translate into English.

1. Після десятилітнього економічного спаду в Україні спосте-

рігається поступова стабілізація економічної ситуації.
2. Погіршення політичної ситуації у світі було причиною спо-
вільненого економічного росту в Україні.
3. Останнім часом українська економіка продемонструвала
найвищі темпи росту за останнє десятиліття.
4. Основними галузями, що викликали економічне зростання в
країні, були промисловість, оптова і роздрібна торгівля, сільське
господарство.
5. Відносно швидке збільшення капіталовкладень, безперерв-
не зростання припливу прямих іноземних інвестицій позитивно
вплинуло на розвиток економіки.
6. Результатом політичної нестабільності в країні і недоліків
діючого законодавства було перевищення відтоку капіталу в по-
рівнянні з прямими іноземними інвестиціями.
7. Гарний урожай був основною причиною істотного знижен-
ня рівня інфляції.

488
 8. Хоча наступні роки мали сприятливі умови для економічно-
го і політичного розвитку країни, але поступове розгортання пре-
зидентської виборчої кампанії в країні спричинило насторожене
ставлення з боку інвесторів до України.
9. Незважаючи на те, що макроекономічні показники України
були значно поліпшені за останні кілька років, все ще існує ряд
економічних ризиків.
10. Незважаючи на факт, що інфляція наблизилася майже до 6
%, грошова політика залишалася невизначеною.
11. Уряд повинен показати свою здатність упоратися з головни-
ми проблемами, такими як скорочення заборгованості по сплаті
податку на додану вартість, скасування податкових привілеїв.

XV. Dialogues.

1. Read, translate and learn the following dialogues, dramatize

them in class.

A. You see yesterday a friend of mine invited me to a lecture on

economic situation in Ukraine and I dare say it was rather inter-
esting. I got to know that following a decade of economic de-
cline, Ukraine gradually turned to a steady growth path.
B. Yes, I read that macroeconomic stabilization and favourable ex-
ternal conditions contributed to rapid economic recovery. Yet,
after an impressive economic performance, Ukraine’s economic
growth slowed as external conditions deteriorated.
A. But nevertheless, the Ukrainian economy demonstrated one of
the highest growth rates in the region during the last years.
B. I know strengthening domestic consumption, a gradually im-
proving external environment and continuing investment expan-
sion contributed to 5% GDP growth.
A. Well, as far as I am concerned the major sectors that drove eco-
nomic growth were industry, wholesale and retail trade and agri-
culture.
B. But we shouldn’t forget that relatively rapid expansion of capital
investments and continuous growth of foreign direct investment
inflow provided evidence of positive development of the real
sector.
A. Yes, you are right, but on the other hand, an increase in foreign
direct investment inflow was more than offset by massive port-
folio outflows, driven mostly by political instability and some
legislative deficiencies.

489
B. You should remember that the current account surplus increased
significantly, driven by strong exports and a high level of trans-
fers, and international reserves continued to accumulate.
A. I do know it. But we can’t help admitting that constant interven-
tions by the National Bank of Ukraine contributed to the stability
of the national currency against the US dollar, and to a rapid
growth of monetary aggregates that accommodated high money
demand during the following years.
B. Yes, but the growing working capital needs of the real sector
were partly satisfied by a marked increase in commercial bank
lending.
A. You are right, but at the same time, the cost of loans and their
maturity structure were not conducive to wide use of loanable
funds to finance long-term investment projects of enterprises.

2. Complete the open dialogue.

P. ...
F. Ukraine placed a new Eurobonds issue and resorted to additional
borrowing from domestic creditors to satisfy its financing needs.
P. ...
F. The consolidated budget posted small surplus and the stock of
Ukraine’s public debt increased.
P. ...
F. Although the following years brought about positive economic
and political developments, as the external environment re-
mained favourable, the gradually unfolding presidential election
campaign contributed to a generally cautious investor attitude
towards Ukraine.
P. ...
F. Even though Ukraine’s macroeconomic performance was im-
proved significantly over the last several years, a number of eco-
nomic risks are still in place.
P. ...
F. Despite the fact that inflation accelerated to almost 6%, monetary
policy remained loose.
P. ...
F. Renewal of suspended adjustment lending from the international
financial institutions remains uncertain as the government has yet
to demonstrate its ability to cope with outstanding problems,
such as reduction of VAT refund arrears and abolishment of tax
privileges.

490
 XVI. Role play

The lecturer asks his/her students about the Ukrainian economy.

Student 1 speaks about the certain fundamental characteristics of

the Ukrainian economy.
Student 2 its transformation.
Student 3 the government involvement in economic
decision-making.
Student 4 adoption of the new tax laws.

PART II
ECONOMIC GOALS AND REFORMS
FOR THE FUTURE

The priorities of the government’s activity for the next several

years are to maintain steady economic growth in order to improve the
standards of living for Ukrainian citizens and to retain the country’s
external and internal stability. Macroeconomic stability achieved in
recent years provides the basis for sustained economic growth and
further implementation of structural reforms. The major tasks of the
government were: (1) to successfully deal with large foreign debt
service payments by pursuing tight fiscal policy and following a pru-
dent foreign debt management strategy; (2) to accelerate implementa-
tion of structural reforms in order to improve the investment environ-
ment; and (3) to prevent the political unrest impairing the country’s
international image and negatively affecting business activity.
Resumption of suspended lending programs with international fi-
nancial organizations and tight fiscal policy are important elements of
a successful foreign debt management strategy. Foreign debt obliga-
tions have to be met without negative effects on macroeconomic sta-
bility and the country’s international image. The government fully
recognizes what measures should be implemented to pursue this task.
To sustain the current rates of economic growth, the government
has to significantly improve the investment climate in the country.
Foreign direct investment is a universal and key source of long-term
development for the economy. Among the major difficulties
discouraging foreign investments in Ukraine as well as other
transition economies are excessive government regulation of business
491
activity, ambiguity of the legal environment, corruption, a high tax
burden, problems in establishing clear property rights conditions, lack
of physical infrastructure, and volatility of the political environment.
A study conducted by the International Private Capital Task Force
(IPCTF) developed a range of recommendations for attracting foreign
capital to Ukraine, including the creation of a favourable investment
climate, improvement of Ukraine’s image on world financial markets,
and development of a system that could attract foreign entrepreneurs
and renew foreign investors’ confidence in Ukraine. The task force
specified the following key «policy actions» that affect the business
climate in Ukraine and generate foreign investment inflow: 1) Liber-
alize and deregulate business activities; 2) Provide a stable and pre-
dictable legal environment; 3) Enhance governance and reform public
administration; 4) Liberalize foreign trade and international capital
movements; 5) Facilitate financing of businesses by the financial
sector; 6) Reduce corruption level; 7) Minimize political risks; 8) Ex-
pand country promotion and improve image; 9) Rationalize invest-
ment incentives.
In line with the main principles of the IPCTF Economic Policy
Framework, the government program identifies tax and energy sector
reform, foreign trade liberalization, development of the financial sec-
tor and a transparent privatization process as key structural challenges
for the government for the next several years. Most of those
challenges will be instrumental in reviving investment activity in the
country and improving Ukraine’s attractiveness for foreign investors,
since lack of investment resources will be the limiting factor of future
economic development. The government acknowledges that a stable
tax environment is key to the creation of fair «rules of the game»
(competition) for all business entities. In particular, this concerns
elimination of tax exemptions and privileges and reduction in tax
rates. The adoption of the new tax code by Parliament in 2003
envisaging broad-based reduction in tax rates and enhancement of tax
and customs administration accountability signals the strong reform
intentions of the government. To improve the investment climate in
the country, it is important to increase the transparency of state
agencies’ activities, to eliminate ad-hoc public management practices
by making government policy more predictable and comprehensive.
Also, it is widely recognized that acceleration of the privatization
process and the introduction of fair and transparent tender procedures
will encourage investment activity in the country. Among steps
facilitating further foreign trade liberalization, the government is
currently taking measures required for Ukraine’s successful accession

492
to the World Trade Organization (WTO). The process of WTO acces-
sion is a powerful external incentive for the government to implement
structural reforms.
The government program also calls for strengthening of the State
Commission on Financial Services, and further improvement of the
appropriate legislation. Namely, the government committed to pre-
paring and passing to Parliament a draft law on joint stock companies
(corporations). The new law is expected to improve norms and regu-
lations that cover corporate governance, with the main emphasis on
protection of shareholder rights and information disclosure. Develop-
ment of the banking system is another priority identified in the pro-
gram. The government will be working together with the National
Bank to make the national banking sector more competitive, to make
lending more affordable for companies and individuals and less risky
for banks, and to improve the structure of bank capital.
The government realizes the damage to the economy from undue
practices in the privatization process, when companies were often ac-
quired through administrative and political means. Thus, the govern-
ment program highlights this problem, and resolves to dispose of the
loopholes in the legislation that allowed it, and to ensure a transparent
and uncorrupted privatization process. Also, the program calls for
better pre-privatization support of state-owned companies to improve
their investment attractiveness while taking into consideration the so-
cial aspects of privatization.

Vocabulary notes

steady economic growth стабільний розвиток економіки

the standards of living рівень життя
external and internal stability зовнішня та внутрішня стабіль-
ність
sustained economic growth безперервне зростання темпів
економічного розвітку
foreign debt іноземний борг
fiscal policy фіскальна політика
resumption відновлення
rates of economic growth темпи економічного зростання
long-term довгостроковий
enhance governance посилювати керівництво
foreign trade зовнішня торгівля

493
reduce corruption level зменьшити рівень корупції
minimize доводити до мінімума, мінімізу-
вати
promotion стимулювання
investment incentives інвестиційні стимули
elimination усунення, знищення
tax exemptions звільнення від сплати податків
reduction in tax rates зменьшення податкових ставок
transparency ясність, прозорість
ad-hoc спеціальний, зроблений для цієї цілі

I. Underline all international words in the text. Give their

Ukrainian equivalents.

II. Read, translate and learn the meaning of the following words
and use them in sentences of your own.

acceleration a process in which something happens more and more

quickly.
exemption the amount of money that you are allowed to earn each
year before you start to pay tax.
fiscal policy a policy connected with money, taxes, debts, etc.
owned and managed by the government.
investor a person who buys shares or who pays money into a
bank to receive a profit.
legislation the laws that are passed by a government or state con-
cerning a particular situation or thing.
privatization the act of selling an organization, industry or service
that was previously controlled and owned by a gov-
ernment.
reform a change made to a system or organization, in order to
improve unfairness.

III. Find in the text the following words and word combinations,
translate the sentences in which they are used and make up sen-
tences with them.

business activities; elimination of tax exemptions; enhance gov-

ernance; expand country promotion; external and internal stability; fi-
nancial sector; foreign debt; improve image; international capital

494
movements; investment incentives; legal environment; liberalize and
deregulate; minimize political risks; public administration; public
management practices; reduce corruption level; reduction in tax rates;
resumption; service payments; stable and predictable; state agencies’
activities; steady economic growth; structural reforms; suspended
lending programs; sustained economic growth; the current rates; the
standards of living; tight fiscal policy.

IV. Find English equivalents of the words and word combina-

tions given below and make up sentences with them.

безперервне зростання темпів економічного розвитку; відно-

влення; довгостроковий; звільнення від сплати податків; змен-
шення податкових ставок; зменшити рівень корупції; зовнішня
та внутрішня стабільність; зовнішня торгівля; інвестиційні сти-
мули; іноземний борг; мінімізувати; посилювати керівництво;
рівень життя; спеціальний, зроблений для цієї цілі; стабільний
розвиток економіки; стимулювання; темпи економічного зрос-
тання; усунення, знищення; фіскальна політика; ясність, прозо-
рість.

V. Complete the following sentences with the words and expres-

sions from the box, using them in the appropriate form. Some words
may be used more than once.

ad-hoc; elimination; external and internal stability; fiscal policy

(2); foreign debt; lack of; long-term; rates of economic growth;
reduction in tax rates; resumption; steady economic growth;
sustained economic growth; tax exemptions; the standards of
living; transparency.

1. … of suspended lending programs with international financial

organizations and tight … are important elements of a successful
foreign debt management strategy.
2. Foreign direct investment is a universal and key source of …
development for the economy.
3. Macroeconomic stability achieved in recent years provides the
basis for … and further implementation of structural reforms.

495
 4. Most of those challenges will be instrumental in reviving
investment activity in the country and improving Ukraine’s
attractiveness for foreign investors, since … investment resources will
be the limiting factor of future economic development.
5. The government acknowledges that a stable tax environment is
key to the creation of fair competition for all business entities, in par-
ticular, this concerns … of … and privileges and … .
6. The major tasks of the government were to successfully deal
with large … service payments by pursuing tight … and following a
prudent foreign debt management strategy.
7. The priorities of the government’s activity for the next several
years are to maintain … in order to improve … for Ukrainian citizens
and to retain the country’s … .
8. To improve the investment climate in the country, it is important
to increase the … of state agencies’ activities, to eliminate … public
management practices by making government policy more predictable
and comprehensive.
9. To sustain the current …, the government has to significantly
improve the investment climate in the country.

VI. Learn the words given below and their synonyms, consult
dictionaries and explain the difference, if any.

ambiguity, n. — vagueness, obscurity, uncertainty, doubtfulness,

equivocation.
burden, n. — load, weight, millstone, responsibility, encumbrance,
impediment, trouble, affliction, trial, worry, strain, sorrow.
promotion, n. — support, backing, encouragement, furtherance,
publicity, advertising.
transition, n. — change, conversion, transformation, alteration,
passage, passing, movement, shift.
challenge, n. — question, protest, objection, dissension, disputa-
tion.
entity, n. — thing, object, body, creature, being, existence, es-
sence, quiddity.
exemption, n. — release, exception, exclusion, immunity, privi-
lege, dispensation, freedom.
legislation, n. — law, statute, ruling, act.

VII. Match the verbs on the left in column A with their corre-
sponding definitions on the right in column C (a — g).

496
 A B C
1) to deregulate means a) to become larger in size, number, or amount, or to
make something become larger.
2) to enhance b) to continue doing an activity or trying to achieve
something over a long period of time.
3) to expand c) to improve something.
4) to facilitate d) to keep something or continue to have something.
5) to pursue e) to make it easier for a process or activity to happen.
6) to retain f) to make something continue to exist or happen for
a period of time.
7) to sustain g) to remove government rules and controls from
some types of business activity.

VIII. Match the words in column A with their synonyms in col-

umn B and antonyms in column C.

A B C A B C
Word Synonym Antonym Word Synonym Antonym
appropriate broad inappropriate recent immoderate old
compre- chief external risky inner opaque
hensive
excessive clear internal stable outer rash
external contemporary limited steady prosperous safe
internal dangerous loose successful reliable unstable
main discreet minor tight suitable unsteady
prudent firm moderate transparent tense unsuccessful

IX. Fill in prepositions where necessary.

1. Development … the banking system is another priority identi-
fied … the program.
2. Foreign direct investment is a universal and key source … long-
term development … the economy.
3. Resumption … suspended lending programs … international fi-
nancial organizations and tight fiscal policy are important elements …
a successful foreign debt management strategy.
4. The adoption … the new tax code … Parliament … 2003 envis-
aging broad-based reduction … tax rates and enhancement … tax and
customs administration accountability signals the strong reform inten-
tions … the government.
497
 5. The government committed … preparing and passing … Par-
liament a draft law … joint stock companies.
6. The government has committed … preparing and passing …
Parliament a draft law … joint stock companies.
7. The government program calls … strengthening … the State
Commission … Financial Services, and further improvement … the
appropriate legislation.
8. The government will be working together … the National Bank
to make the national banking sector more competitive, to make lend-
ing more affordable … companies and individuals and less risky …
banks, and to improve the structure … bank capital.
9. The government will be working together … the National Bank
to make lending more affordable … companies and individuals and
less risky … banks.
10. The new law is expected to improve norms and regulations that
cover corporate governance, … the main emphasis … protection …
shareholder rights and information disclosure.
11. The priorities … the government’s activity … the next several
years are to maintain steady economic growth … order to improve the
standards … living … Ukrainian citizens.
12. The process … WTO accession is a powerful external incentive
… the government to implement structural reforms.
13. The program calls … better pre-privatization support … state-
owned companies to improve their investment attractiveness while
taking … consideration the social aspects … privatization.
14. The program calls … better pre-privatization support … state-
owned companies to improve their investment attractiveness while
taking … consideration the social aspects … privatization.
15. To improve the investment climate … the country, it is impor-
tant to increase the transparency … state agencies’ activities, to elimi-
nate ad-hoc public management practices … making government
policy more predictable and comprehensive.
16. To sustain the current rates … economic growth, the government
has to significantly improve the investment climate … the country.
X. Fill in articles where necessary.
1. … adoption of … new tax code by … Parliament envisaging …
broad-based reduction in … tax rates and enhancement of tax and
customs administration accountability signals … strong reform inten-
tions of … government.
2. … foreign direct investment is … universal and key source of
… long-term development for … economy.
498
 3. … government acknowledges that … stable tax environment is
… key to … creation of … fair «rules of … game» for all business
entities.
4. … government program also calls for … strengthening of …
State Commission on … Financial Services.
5. … government program highlights this problem, and resolves to
dispose of … loopholes in the legislation that allowed it.
6. … government realizes … damage to … economy from … un-
due practices in … privatization process.
7. … new law is expected to improve … norms and regulations
that cover … corporate governance.
8. … priorities of … government’s activity for … next several
years are to maintain steady economic growth in order to improve …
standards of living for … Ukrainian citizens.
9. … process of WTO accession is … powerful external incentive
for … government to … implement structural reforms.
10. … program calls for … better pre-privatization support of …
state-owned companies to improve their investment attractiveness
while taking into consideration … social aspects of … privatization.
11. … resumption of … suspended lending programs with … inter-
national financial organizations and … tight fiscal policy are … im-
portant elements of … successful foreign debt management strategy.
12. In particular, this concerns … elimination of … tax exemptions
and … privileges and … reduction in … tax rates.
13. Most of those challenges will be instrumental in … reviving …
investment activity in … country and improving … Ukraine’s attrac-
tiveness for … foreign investors.
14. To sustain … current rates of … economic growth, … govern-
ment has to significantly improve … investment climate in … country.

XI. Agree or disagree with the statements. Give your reason. The
following phrases may be helpful:

As I see it …; (Not) quite so …; As a matter of fact ...;

In addition …; I don’t think so …; Generally speaking ...;
To my mind ...; The thing is that ...; I can’t agree with you …;
That depends ...; On the contrary …; I fully agree with you …;
Furthermore …; Putting it mildly ...; I’m of the same opin-
In my opinion …; Strictly speaking ...; ion …;
To tell the truth ...; I should say it’s only
partly true … .

499
 1. The priorities of the government’s activity for the last several
years were to maintain steady economic growth in order to improve
the standards of living for Ukrainian citizens and to retain the
country’s external and internal stability.
2. The major tasks of the government were: to deal with large for-
eign debt service payments by pursuing tight fiscal policy and fol-
lowing a prudent foreign debt management strategy; to accelerate im-
plementation of structural reforms in order to improve the investment
environment; to prevent the political unrest impairing the country’s
international image and negatively affecting business activity.
3. To sustain the current rates of economic growth, the government
has to significantly improve the investment climate in the country.
4. Foreign indirect investment is a universal and key source of
long-term development for the economy.
5. Among the major difficulties discouraging foreign investments
in Ukraine as well as other transition economies are excessive
government regulation of business activity, ambiguity of the legal
environment, corruption, a high tax burden, problems in establishing
clear property rights conditions, lack of physical infrastructure, and
volatility of the political environment.
6. The task force specified the following key «policy actions» that affect
the business climate in Ukraine and generate foreign investment inflow.
7. Most of those challenges will be instrumental in reviving
investment activity in the country and improving Ukraine’s
attractiveness for foreign investors, since lack of investment resources
will be the limiting factor of future economic development.
8. The adoption of the new tax code by Parliament in 2003
envisaging broad-based reduction in tax rates and enhancement of tax
and customs administration accountability signals the strong reform
intentions of the government.
9. To improve the investment climate in the country, it is important
to increase the transparency of state agencies’ activities, to eliminate
ad-hoc public management practices by making government policy
more predictable and comprehensive.
10. The government program calls for strengthening of the State
Commission on Financial Services, and further improvement of the
appropriate legislation.
11. The government has committed to preparing and passing to Par-
liament a draft law on joint stock companies.
12. The new law is expected to improve norms and regulations that
cover corporate governance, with the main emphasis on protection of
shareholder rights and information disclosure.

500
 13. The government will be working together with the National
Bank to make the national banking sector more competitive, to make
lending more affordable for companies and individuals and less risky
for banks, and to improve the structure of bank capital.
14. The program calls for better pre-privatization support of state-
owned companies to improve their investment attractiveness while
taking into consideration the social aspects of privatization.

XII. Ask questions to elicit the information.

1. Macroeconomic stability achieved in recent years provides the

basis for sustained economic growth and further implementation of
structural reforms.
2. Resumption of suspended lending programs with international
financial organizations and tight fiscal policy are important elements
of a successful foreign debt management strategy.
3. Foreign debt obligations have to be met without negative
effects on macroeconomic stability and the country’s international
image.
4. The government fully recognizes what measures should be im-
plemented to pursue this task.
5. A study conducted by the International Private Capital Task
Force developed a range of recommendations for attracting foreign
capital to Ukraine.
6. In line with the main principles of the IPCTF Economic Policy
Framework, the government program identifies tax and energy sector
reform, foreign trade liberalization, development of the financial
sector and a transparent privatization process as key structural
challenges for the government for the next several years.
7. The government acknowledges that a stable tax environment is
key to the creation of fair competition for all business entities.
8. It is widely recognized that acceleration of the privatization
process and the introduction of fair and transparent tender procedures
will encourage investment activity in the country.
9. Among steps facilitating further foreign trade liberalization, the
government is currently taking measures required for Ukraine’s
successful accession to the World Trade Organization (WTO).
10. The process of WTO accession is a powerful external incentive
for the government to implement structural reforms.
11. Development of the banking system is another priority identified
in the program.

501
 12. The government realizes the damage to the economy from
undue practices in the privatization process, when companies were
often acquired through administrative and political means.
13. The government program highlights this problem, and resolves
to dispose of the loopholes in the legislation that allowed it, and to
ensure a transparent and uncorrupted privatization process.
14. The program calls for better pre-privatization support of state-
owned companies to improve their investment attractiveness while
taking into consideration the social aspects of privatization.

XIII. Answer the questions. Begin your answers with:

Actually …; As far as I know … ; As far as I re-

As a rule …; The matter is that ...; member ...;
In any case ...; I suppose/believe …; As far as I am
As things are ...; That depends (on) …; concerned ...;
To tell the truth …; I am declined to think...; Frankly/strictly
speaking …;
To make a long
story short ... .

1. What are the priorities of the government’s activity for the next
several years? Why?
2. What does macroeconomic stability achieved in recent years
provide?
3. What were the major tasks of the government?
4. What important elements of a successful foreign debt manage-
ment strategy do you know?
5. What has to be met without negative effects on macroeconomic
stability and the country’s international image?
6. Does the government fully recognize what measures should be
implemented to pursue this task.
7. What does the government have to do to sustain the current rates
of economic growth?
8. What can you say about foreign direct investment?
9. What is an excessive government regulation of business activity?
10. What affects the business climate in Ukraine and generates for-
eign investment inflow?
11. What does the government program identify in line with the
main principles of the IPCTF Economic Policy Framework?

502
 12. What is it important to do to improve the investment climate in
the country?
13. What draft has the government committed to preparing and
passing to Parliament?
14. What is another priority identified in the program?
15. What problem does the government program highlight, resolve
and call for?

XIV. Translate into English.

1. Основна діяльність уряду протягом наступних декількох

років повинна бути спрямована на підтримку постійного зрос-
тання економіки, з метою поліпшення життєвого рівня громадян
України, збереження зовнішньої та внутрішньої стабільності
країни.
2. Макроекономічна стабільність, досягнута протягом остан-
ніх років, дає підстави для безперервного збільшення темпів еко-
номічного розвитку і подальшого здійснення конструктивних
реформ.
3. Виконання іноземних боргових зобов’язань не повинно не-
гативно вплинути на макроекономічну стабільність і міжнародне
становище країни. Уряд розуміє, які заходи необхідно вжити для
здійснення цієї задачі.
4. Для підтримки темпів економічного зростання уряд пови-
нен значно поліпшити інвестиційний клімат у країні.
5. Прямі іноземні інвестиції є універсальним і основним дже-
релом довгострокового розвитку економіки.
6. Прийняття парламентом нового податкового кодексу, що
передбачає скорочення податкових ставок і підвищення відпові-
дальності адміністрації податкової і митної служб, свідчить про
серйозні наміри уряду щодо здійснення реформи.
7. Поряд із заходами, що сприяють подальшій лібералізації
зовнішньої торгівлі, уряд робить зусилля, спрямовані на забезпе-
чення успішного вступу України до Світової Торговельної Орга-
нізації (СТО).
8. Вступ України до Світової Торговельної Організації (СТО)
є стимулом для здійснення урядом реформ.
9. Урядова програма також передбачає зміцнення Державної
Комісії з питань фінансування і подальшого удосконалення від-
повідного законодавства.
10. Уряд підготував до передачі в парламент законопроект про
акціонерні компанії.

503
 11. Розвиток банківської системи є ще одним пріоритетом, ви-
значеним у програмі.
12. Уряд працюватиме разом із Національним банком над
створенням конкурентноздатного національного банківського се-
ктора.
13. Уряд розуміє, який збиток був спричинений економіці
країни неправомочними діями в процесі приватизації, коли ком-
панії найчастіше здобувалися через адміністративні органи.
14. Уряд висуває на перший план програму по здійсненню
приватизації й перегляду діючого законодавства.

XV. Complete the open dialogue.

M. ...
J. The priorities of the government’s activity for the next several
years are to maintain steady economic growth in order to im-
prove the standards of living for Ukrainian citizens and to retain
the country’s external and internal stability.
M. ...
J. Macroeconomic stability achieved in recent years provides the
basis for sustained economic growth and further implementation
of structural reforms.
M. ...
J. Resumption of suspended lending programs with international
financial organizations and tight fiscal policy are important ele-
ments of a successful foreign debt management strategy.
M. ...
J. Foreign debt obligations have to be met without negative ef-
fects on macroeconomic stability and the country’s interna-
tional image.
M. ...
J. To sustain the current rates of economic growth, the govern-
ment has to significantly improve the investment climate in
the country.
M. ...
J. Among the major difficulties discouraging foreign investments
in Ukraine as well as other transition economies are excessive
government regulation of business activity, ambiguity of the le-
gal environment, corruption, a high tax burden, problems in es-
tablishing clear property rights conditions, lack of physical infra-
structure, and volatility of the political environment.

504
M. ...
J. A study conducted by the International Private Capital Task
Force (IPCTF) developed a range of recommendations for at-
tracting foreign capital to Ukraine, including the creation of a
favourable investment climate, improvement of Ukraine’s image
on world financial markets, and development of a system that
could attract foreign entrepreneurs and renew foreign investors’
confidence in Ukraine.
M. ...
J. The government program identifies tax and energy sector re-
form, foreign trade liberalization, development of the financial
sector and a transparent privatization process as key structural
challenges for the government for the next several years.
M. ...
J. To improve the investment climate in the country, it is important
to increase the transparency of state agencies’ activities, to
eliminate ad-hoc public management practices by making gov-
ernment policy more predictable and comprehensive.
M. ...
J. Most of those challenges will be instrumental in reviving in-
vestment activity in the country and improving Ukraine’s attrac-
tiveness for foreign investors, since lack of investment resources
will be the limiting factor of future economic development.
M. ...
J. Development of the banking system is another priority identified
in the program. The government will be working together with
the National Bank to make the national banking sector more
competitive, to make lending more affordable for companies and
individuals and less risky for banks, and to improve the structure
of bank capital.
M. ...
J. The government program calls for better pre-privatization sup-
port of state-owned companies to improve their investment at-
tractiveness while taking into consideration the social aspects of
privatization.

XVI. Discuss the following points using words and structures you
have studied.

1. Speak of the problems of the Ukrainian economy.

2. Compare Ukrainian economy with the economy of Britain and
the USA.

505
 3. The broad-based growth of the Ukrainian economy.
4. The priorities of the government’s activity for the next several
years.

XVII. Role play.

The lecturer asks his/her students about peculiarities of economic

system in Ukraine.

Student 1 speaks about the National income and productivity

over the past 10 years.
the production of all sectors of the
Student 2
Ukrainian economy.
Student 3 foreign debt.
Student 4 future prospects of the Ukrainian econ-
omy.

506
 Unit

PART І
THE LEGAL FORMS OF BUSINESS

In the private sector a firm can trade as a sole proprietor, partner-

ship, private company, public company or cooperative society.
The sole proprietor is the oldest form of business organisation.
Even today, from the point of view of numbers, small firms predomi-
nate, but in their total productive capacity they are far less important
than companies. Such one-person firms can range from the window-
cleaner working on his own account to the farmer, shopkeeper and
builder who employ other workers and may even own separate units.
Nevertheless these businesses all share the characteristic of being
owned and controlled by a single person. This person decides the
policy of the firm, and alone takes the profits or bears losses. This
makes for energy, efficiency and careful attention to detail.
However, the sole proprietor suffers from four main disadvantages.
First, such firm can only develop slowly, because sources of capital
are limited. The success of the venture, especially in its early stages,
depends mainly on the person in charge.
Second, in the event of failure, not only the assets of the business,
but also the private assets and property of the proprietor can be
claimed by creditors. In short, there is no limited liability.
Third, where profits are high, income tax paid on annual profits
may be larger than a company’s corporation tax.
Fourth, there is lack of continuity; on the retirement or death of the
owner, a one-man firm may cease to function.
Because of these disadvantages, sole proprietors are mainly con-
fined to businesses which are just setting up and also to certain indus-
tries, such as agriculture and retailing, where requirements of man-
agement make the small technical unit desirable.
The partnership
More capital is available when persons join together in a ‘partner-
ship’, though normally not more than twenty may do so. Each partner
507
provides a part of the capital and shares the profits on an agreed basis.
Yet the amount of capital which can be raised in this way is still in-
adequate for large-scale business. Thus partnerships remain relatively
small, predominating in retailing, insurance broking and underwriting,
and among professional people (doctors, consulting engineers and
lawyers), where the capital provided is not so much in the form of
money as in experience and skill, each partner probably specialising
in a particular branch.
Nor is the partnership without its snags. The risk inherent is un-
limited liability is increased because all partners are liable for the
firm’s debts, irrespective of the amount of capital which each has in-
vested. Second, since any action taken by one partner is legally bind-
ing for the others, not only must each partner have complete confi-
dence in his fellows, but also the risk inherent in unlimited liability
increases with the number of partners. Finally, at any time one partner
may give notice to end the partnership, and it is automatically dis-
solved upon the death or bankruptcy of a partner. To preserve the
business, surviving partners may be put to great expense and trouble
in buying the partner’s share or finding a purchaser acceptable to eve-
ryone.

Vocabulary notes

sole proprietor приватний підприємець (одноосіб-

ний господар, дноосібний власник)
partnership партнерство (товариство)
private company акціонерна компанія закритого
типу
public company акціонерна компанія откритого
типу
рroductive capacity виробничі потужності
profit прибуток
to take profit отримувати прибуток
to plough back profit реінвестувати прибуток
income дохід
account рахунок
to work on one’s own account працювати за власний рахунок
losses збитки
to bear losses нести збитки
assets активи

508
property власність
liability 1) відповідальність; 2) зобов’я-
зання
limited / unlimited liability обмежена /необмежена
відповідальність
to be liable for the firm’s нести відповідальність за борги
debts фірми
annual profit річний прибуток
tax податок
corporation tax податок на прибуток корпорації
income tax подохідний податок
savings заощадження
to borrow money брати гроші у борг
shares акції
retailing роздрібна торгівля
to raise capital залучувати капітал
insurance broking страхове брокерство; залучувати
капітал
underwriting aндеррайтинг
to be legally binding бути обов’язковим до виконання
expenses витрати
to dissolve partnership розпускати партнерство

I. Match the words from the text with their corresponding defi-
nitions on the right (a-l):

1) sole proprietora) the property of a person, company, esp. that

has value and that may be sold to pay a debt.
2)private com- b) someone who owns and runs a business on
pany his or her own rather than with another partner
3) profit c)the process of accepting risks in insurance
4)assets d) a company whose shares are freely sold and
traded
5)corporation tax e) money that you gain from selling something
or doing business after taking away costs
6) income f) a tax on the profits of incorporated bodies. The
tax is based on the profits of an accounting period
7)account g) a tax on income. Sole proprietors and part-
nerships are subject to this tax.
8)partnership h)a company whose shares are not openly
traded and can only pass to another person with
agreement of other shareholders

509
 9) public com- i)any document or device whereby a record is
pany kept of flows of value.
10) venture j) a new business activity or project that in-
volves risk.
11)income tax k)money that you earn from your job or receive
from investments
12)underwriting l) the relationship which exists between two or
more persons carrying on a business in common
with a view to profit.

II. Complete the following sentences:

1. In the private sector one can find different forms of business …

2. The examples of one-person firms are …
3. The owner of the sole proprietorship decides …
4. The sole proprietor has the following snags …
5. One-man firms develop slowly because …
6. If the person in charge of the sole proprietorship dies or re-
tires …
7. If one-person firm goes bankrupt …
8. Sole proprietors can be found in such industries as ….
9. When persons join together in a ‘ partnership’ …
10. The amount of money provided by each partner is inadequate
for …
11. In partnership the risk of unlimited liability increases because …
12. At any time one partner ….
13. The partnership is automatically dissolved upon …

III. Match the words on the left with their synonyms on the right.

disadvantage to stop
to reinvest failure
to demand snag
earnings to wind up
shares to claim
to cease stocks
to dissolve to confine
bankruptcy to plough back
to be liable for income
purchaser to be responsible for
binding buyer
to restrict mandatory

510
 IV. Supply the correct word from the box for each space in the
sentences given below:

Capacity; to plough back; to be liable for; to provide; creditors;

losses; to be inherent; to claim; binding; profit; to employ;
income; to own; assets; retailing;

1. They will have to produce and sell more than 300 000 cars a
year to make a _____ on the model.
2. He _____ people he likes personally.
3. This document shows what the business_____ and what it owes
to its creditors or its owners.
4. Our production ____ has gone up again with throughput of 800
tabloid pages per week.
5. These accounts should _____ us with all the necessary
information we need.
6. They_____ profit to buy new equipment.
7. Old people are entitled to____ a special heating allowance from
the government.
8. He declared, he wasn’t _____his wife’s debts.
9. The company has a tremendous — 50 hectars of real estate.
10. I’m afraid the problems you mention are _____ in the system.
11. The company said its largest had gone bankrupt.
12. The contract is_____ on everyone who signed it.
13. His experience in includes managing a number of shopping
centers in India.
14. The family pays more than 70% of its _____for rent.
15. Last year British banks were hit by heavy _____ on bad debts.

V. Make up sentences of your own with the words and expres-

sions given below. Summarize the answers:
private sector income retailing
sole proprietor profit (annual profit) insurance broking
partnership owner’s savings underwriting
productive capacity to plough back profits surveyor
to work on one’s assets of the business unlimited liability
account lack of continuity to enjoy limited liability
to bear losses to cease to be legally binding
to incur costs to raise the capital to dissolve partnership
to take the profits to preserve business to be liable for the
to borrow money firm’s debts

511
 VI. Make up questions to which the following statements will be
the answers:

Q. …………………….
A. A firm will produce those goods which enable it to make the
greatest return on capital. In practice it means that it has to
choose a line of production within the limited range of it
specialist knowledge
Q. …………………….
A. When deciding what to produce, the owners of the firm have to
consider the current prices of the similar products manufactured
by competitors.
Q. …………………….
A. The firm would also have to estimate its own costs for producing
similar goods, the number it could expect to sell at this price and
its likely profits. Thus it can calculate the return on capital
employed.
Q. …………………….
A. If the proposed market is new or different from existing products
the firm must fall back on some form of market research.
Q. …………………….
A. First of all it examines the broad determinants of the potential
demand by using published materials and government statistics.
More specialist facts could be obtained from relevant periodicals
and trade journals.
Q. …………………….
A. It also covers many aspects of market behaviour, particularly
consumer reaction to the product — especially with regard to its
quality, packing, delivery dates and after-sales services.

VII. Answer the questions. Begin your answers with:

Well, let me see … I am not really sure … As far as I can

remember …
I remember quite clearly that … I am not sure I can remember
all the details but … Well, I’d just like to say that … My attitude
from the beginning was … I would like to say that … I
think/believe that …

512
 1. In what fields of business do one-person firms dominate?
2. What are the characteristic features of the sole proprietor?
3. What dilemma faces small-sized firms as they continue to
grow?
4. Describe the disadvantages of the sole proprietorship.
5. How many persons can join together in a ‘partnership’?
6. Is the amount of capital, raised by the partnership, adequate for
large-scale business?
7. What spheres do partnerships dominate in?
8. What do you understand by insurance underwriting?
9. What are surveyors responsible for?
10. What type of contributions do partners usually make?
11. What are the disadvantages of the partnership?

VIII. Agree or disagree with the statements. Give your reasons.

The following phrases may be helpful:

Yes, I am in total agreement with That’s right. In fact…

you … I’m sorry I have to disagree …
You are absolutely right. I think … That’s out of the question, I
I agree with you up to a point, but am afraid …
don’t forget…

1. Sole proprietorship is the most important form of business in the

private sector.
2. The attraction for the sole proprietor is that he has maximum
control over the business, making decisions without reference to
others.
3. The main disadvantage of the sole proprietor is limited
liability.
4. The development of the sole proprietorship may be slow
because of high taxes.
5. Sole proprietors predominate in such industries as agriculture
and retailing.
6. In partnership profits and losses are shared on the agreed
basis.
7. Surveyors are the employees of the bank.
8. In partnership the risk of unlimited liability increases because
the amount of capital increases as well.

513
 9. If one partner dies or goes bankrupt the partnership is
automatically dissolved.
10. To preserve the business, the surviving partners may be put to
great expense.

IX. Translate into English:

1. Суть одноосібного господарства полягає в тому, що все

майно фірми належить одному власникові. Він самостійно одер-
жує прибуток та несе збитки.
2. Перевагами одноосібного господарства є незначні витрати
на організацію виробництва.
3. Недоліком одноосібного власника є те, що він має необме-
жену відповідальність.
4. Необмежена (повна) відповідальність означає, що у разі
банкрутства одноосібний власник може втратити не тільки ак-
тиви фірми, а й власне майно, яке піде на сплату боргів креди-
торам.
5. Одноосібний власник має труднощі з залученням капіталу.
Власного капіталу здебільшого не вистачає для розвитку своєї
справи.
6. Недоліком одноосібного господарства є той факт, що у разі
банкрутства або смерті одноосібного власника діяльність такої
організаційної форми припиняється.
7. Партнерство — це форма організації підприємства, за якої
дві або більше осіб об’єднують свої капітали та спільно управля-
ють бізнесом.
8. Часто партнери інвестують не тільки гроші, а також знання
та навички.
9. Позитивною стороною партнерства є більша можливість
розширення бізнесу (внаслідок об’єднання капіталів).
10. Необмежена відповідальність партнерства може загрожува-
ти всім партнерам так само, як і одноосібному власнику. Крах
одного з партнерів може спричинити банкрутство товариства в
цілому.
11. В разі виходу одного з партнерів з товариства інші учасни-
ки зобов’язані викупити його частку.
12. Несумісність інтересів партнерів може провокувати мало-
ефективну діяльність підприємства.
13. Партнерства найбільш поширені у сфері дрібного бізнесу
при наданні послуг, зокрема у медицині та юриспруденції.

514
 X. Act as an interpreter:

Dialogue А

A.: Я знаю, що після закінчення університету Ви плануєте роз-

почати свою особисту справу. Ви не будете залежати від
когось іншого, Ви самі будете приймати рішення та отри-
мувати прибутки. Ви вже вирішили, чим зайнятися?
B.: Of course I have. Picture a small-scale production of toys,
mainly hand-made and using the minimum amount of
equipment, perhaps manufactured in a simple workshop. The
toys would probably only be sold locally through market stalls
or small shops. There would be little or no advertising and other
selling and distribution expenses would be slight.
A.: Я бачу, що Ви вже обдумали це питання. Якщо іграшки бу-
дуть чудовими, а Ваш бізнес прибутковим, Вам, мабуть,
знадобляться додаткові джерела фінансування?
B.: You are absolutely right. If my toys are particularly good and
there is high demand for them I will need extra finance to buy
additional stocks of raw materials and components or additional
labour to help with finishing and packaging. May be I will need
additional capital to buy extra equipment or extend the
workshop.
A.: Ви маєте на увазі банківські кредити? Адже одноосібні вла-
сники можуть розраховувати тільки на короткострокові по-
зики. Більш того, ціна надання позики досить висока.
B.: I fully agree with you. In addition to the problem of finding
extra finance I can foresee other difficulties such as, for
example, the need to provide for additional managerial skills to
cope with the increased workloads as the business expands.
A.: Я повністю згоден з Вами. Відсутність спеціалізованого
менеджменту, ясна річ, негативно позначиться на ефектив-
ності управлінської діяльності.
B.: One way of solving these problems is to form a partnership. In
these case a common arrangement would be for the partner or
partners to contribute money and managerial skills to the
business, drawing a salary and participating in the profits
according to their share of the capital. I can recommend a very
reliable person .

515
 Dialogue B
A.: Any business whether it is sole proprietorship or partnership is
always open to numerous risks: of increased unlimited liability,
loss of profit, failure to meet customers demand, to say nothing
of fire, accidents, burglary, storm damage, etc. What can a
businessman do about them?
B.: Найбільш легким варіантом відповіді може бути той, що під-
приємець повинен шукати справу без ризику, вести бізнес із
заздалегідь визначеним результатом. За такого підходу взагалі
дуже важко розпочати власну справу. Тому правильною від-
повіддю може бути тільки та, що підприємець повинен не
уникати ризику, а передбачати його, намагаючись уникнути.
A.: There are different types of risks. Some risks, such as fire or
burglary are calculable. A mathematician can work out, for
instance, the chances of a building’s catching fire during the
year. While he cannot say which building will be destroyed, he
knows that on average, say, one out of every 10,000 will be.
Such risks, therefore, can be insured against.
B.: Я з Вами повністю згоден. Але існують ризики, які не можна
передбачити. Ніхто, наприклад, не зможе сказати заздалегідь,
скільки іграшок куплять споживачі протягом року. Вам зда-
ється, що все було розраховано добре: чудовий дизайн, помір-
ні ціни, цікава реклама. Але існує ризик, що в той самий час
конкуренти вийдуть на ринок з кращою пропозицією.
A.: I take your point. Such risks cannot be insured against. They
must be accepted by those people whose money is tied up in
producing goods for uncertain demand. These uninsurable risks
are inherent in a dynamic economy. Modern methods of
production take time. When an entrepreneur engages resources,
therefore, it is the act of faith — faith in his estimate of the
demand for the product. But demand can never be completely
certain. People have freedom of choice and their taste can
change. Techniques do not stand still; new methods discovered
by a rival may mean that, by the time a firm’s product comes on
the market, it is unsold by a cheaper or better substitute.
B.: Так, це абсолютно вірно. Підприємницька діяльність по-
в’язана з ризиком. Можливі втрати в підприємницької діяль-
ності необхідно враховувати перед тим, як розпочинати нову
справу. Найважливішими антиризиковими заходами є: стра-
хування ризику, вивчення ринку, вивчення конкурентів, ви-
вчення клієнтів, удосконалення цінової політики тощо.
516
 Dialogue C

A.: Успіх у підприємництві базується на здатності підприємця

приймати правильні рішення. Підприємець є визначальною
особистістю у підприємництві, ключовою (центральною)
фігурою у ринковій економіці. Будь-який підприємець пра-
цює як ділова людина, але не будь-яку ділову людину мож-
на назвати підприємцем. Хто ж такий підприємець? Чим він
відрізняється від інших суб’єктів господарської діяльності?
B.: Підприємцем прийнято вважати ділову людину, котра ви-
гадує щось нове або поліпшує щось вже існуюче і реалізує
це у практичній діяльності. Зміст самостійного прийняття
інноваційного рішення підприємцем зводиться до організа-
ції виробництва і постачання на ринок товарів та послуг з
певним зиском для себе. Таким чином, підприємець — це
людина, яка здійснює самостійну, систематичну, ініціатив-
ну, ризикову діяльність, спрямовану на виробництво това-
рів та надання послуг з метою одержання прибутку і перед-
бачає здійснення нововведень. Отже, підприємець — це
суб’єкт, що поєднує у собі комерційні, організаторські та
новаторські здібності для пошуку і розвитку нових видів
виробництва, нових благ та їх нових якостей, нових сфер
застосування капіталу.
A.: Які вимоги до особистості підприємця висуває підприєм-
ницька діяльність?
B.: Характер підприємницької діяльності висуває певні вимоги
до особистості підприємця. Підприємець повинен мати не
лише бажання або нахил до підприємництва, а й певні діло-
ві якості й риси характеру. За даними п’ятирічного проекту
виявлення «моделі підприємця», організованого американ-
ською фірмою «Мак-Бер енд Компані», виділено 21 найва-
жливішу рису «оптимального типу підприємця. Найбільш
важливі серед них:
— організаційно-господарське новаторство;
— готовність та здатність до ризику;
— пошук нових можливостей та ініціативність;
— орієнтація на ефективність та якість продукції і обслу-
говуання;
— майнова відповідальність та цілеспрямованість;
— висока інформованість та постійне спостереження;
— здатність до «жертв» в інтересах справи;
517
 — чіткість, планомірність у роботі;
— здатність переконувати людей;
— комунікабельність;
— чесність, надійність тощо.
A.: Отже, деякі найважливіші характерні риси підприємця є ре-
зультатом навчання та досвіду, а інші — продуктом розвит-
ку природних даних людини. Тому підприємцем має бути
людина не лише з яскраво вираженими рисами лідера, зі
здатністю впливати на інших людей, а й професійно підго-
товлена.

Dialogue D

Complete the open dialogue:

A.: I need some information about types of economic systems, I

have to write a course-paper.
B.: I can help you. You see last month I studied this topic at the
University. … … ... is an accepted way of organizing production,
using productive resources and governing business transactions in
a society. There are four basic types of economic systems.
A.: Well, actually , I know that they are ……… .
B.: You are right. In a ……… economy the government makes all
decisions about ……… .In ……… economy the government
plays no role in allocating ……… . In a ……… economy both
the ……… and the private sector (businesses and consumers)
play important roles in answering the ……… questions for
society as a whole.
A.: But what about a traditional ………?
B.: It is usually found in ……… . Such systems may characterize
……… . Until fairly recent times the most common way of
solving economic problems was that of ……… .

XI. Compose your own dialogues.

XII. Read the following text and give a short summary of it:

Early economists considered that only work in the extractive in-

dustries (agriculture, mining and fishing) was productive. In his
Wealth of Nations in 1776 Adam Smith added manufacturing, but he
was specific in excluding workers who merely rendered services.
518
 This was illogical. People work, and production takes place, in or-
der to satisfy wants. Consequently people who render services must
be regarded as being productive. The soldier, actor and footballer are
all satisfying wants. Similarly, in a factory, the clerk who calculates
the wages is just as productive as the man who makes the nuts and
bolts. All are helping to produce the final product, a goods satisfying
wants.
Wants can take different forms. Most people like a newspaper to
read at the breakfast-table; thus the boy who takes it from the shop to
the customer’s letterbox is productive. Most people, too, prefer to buy
their potatoes weekly; thus the farmer or merchant who stores them
through the winter is satisfying the wants of consumers, and is simi-
larly productive. Utility is created by changing not only the form of
our scarce resources, but also their place and time.
For certain purposes it may still be useful to classify industries
broadly. Primary industries cover the first steps in the productive pro-
cess — agriculture, fishing, mining and oil-prospecting. Secondary
industries use the raw materials of the extractive industries to manu-
facture their own products — flour, clothing, tinned salmon, steel
girders, petrol and so on. Tertiary industries are concerned with the
provision of services — transport, communications, distribution,
commerce, government, and professional and other services.

PART ІІ
THE JOINT-STOCK COMPANY

The joint-stock company dates from Tudor times, when England’s

foreign trade began to expand. Instead of a trading ship’s being owned
by one person, it was financed by a number of people who bought
«shares» in a company formed for the purpose. However, since they
enjoyed no limited liability, people were reluctant to join such com-
panies: by purchasing only one share a person risked not only the
money he had invested, but all his private assets, should the company
be forced into liquidation. This made it impossible to adopt the tech-
nique of spreading risks by investing in a number of companies.
The industrial revolution, with the introduction of machines and
factory organisation made it essential that more capital should be
available to industry. So, in order to induce small savers to invest,
parliament granted limited liability in 1855.

519
 Today the joint-stock company is the most important form of
business organ isation. The advantages it enjoys over the partner-
ship are limited liability, continuity, the availability of capital
(since investors can spread their risks and sell their shares easily)
and, should the need arise, ease of expansion. Indeed, some kinds
of businesses, e.g. aircraft production, could not be operated on a
small scale. Here firms have to start as joint-stock companies, be-
ing either sponsored by important interests or developed as sub-
sidiaries of existing large firms.
Against these advantages, however, the small joint-stock company
in particular has to consider certain snags. Additional cost is incurred
in submitting audited annual accounts to the Registrar of Companies.
Furthermore, any assets of the company which have been built up
over the years will increase the value of the original shares (usually
owned by a family), so that when the time comes to wind up the com-
pany, e.g. because of retirement, this increase may be subject to capi-
tal gains tax. Finally, if the company is expanded by the issue of more
shares, the original owners may lose control or even be subject to a
takeover bid.
Joint-stock companies are of two main kinds, private and public.
The private company
A private company is simply a company that is not a public com-
pany. While con-ferring the advantage of limited liability, it allows a
business to be privately owned and managed. The formalities involved
in its formation are few, but the Companies Act 1948 imposes condi-
tions restricting its size and the sale of shares to the public.
Thus the private company is particularly suitable for either a me-
dium-sized commercial or industrial organisation not requiring fi-
nance from the public, or for a speculative venture where a small
group of people wish to try out an idea and are prepared to back it fi-
nancially to a definite limit before floating a public company. While
private companies are far more numerous than public companies, their
average capital is much smaller.
The public company
To obtain a large amount of capital it is necessary to form a public
company. This must have at least two shareholders, a minimum
authorised capital of £50,000 and carry the designation ‘public limited
company’ — abbreviated to PLC — after its name. But it is the sec-
ond step which is really important — getting shares quoted on the
stock exchange. This involves an exhaustive examination and full ad-
vertisement of the company affairs. Sufficient shares have to be avail-
able to outsiders to make dealing and the price.

520
 I. Read, translate and learn the following definitions:
Joint-stock a company whose capital is subscribed by
company applicants for shares;
subsidiary a company that is at least half-owned by
another company;
to subscribe to ask or agree to buy shares in a company
that has offered shares to investors;
cost the amount of money that you have to pay in
order to buy, do or produce something;
accounts the complete set of records showing money
coming into and going out of a business its
profits and its financial situation;
audited accounts accounts that have been checked and approved
by auditors ( outside specialist that checks that
organization’s accounts are true and honest.
capital gains tax a tax that is imposed on money received from
selling an asset such as property;
takeover the act of getting control of a company by
buying over 50% of its shares;
takeover bid an attempt to get control of a company by
buying 50% of its shares;
to speculate to buy goods, shares, property in the hope that
their value will increase so that you can sell
them at a higher price and make a profit;
speculative bought or sold in the hope of making a profit;
to float to sell new shares, bonds etc on a financial
market;
to float a company to sell the shares of the company on a
on the stock market stockmarket for the first time;
authorised capital the largest amount of capital that is allowed to
have in the form of shares;
shareholder someone who owns shares in a company;
S sock exchange a market where company shares are traded;
II. Read the text given below and find the equivalents of the
Ukrainian words and expressions in the box:
Кооперативні товариства; жертвувати гроші; нагромаджува-
ти початковий капітал; орендувати магазин; запаси борошна;
розподіляти прибутки; придбання; оборот; роздрібні товарист-
ва; оптова торгівля; право голосу ;погашати готівкою; конкуру-
вати; споживачі; виробники; житлово-будівельне товариство;

521
 Co-operative societies
Although there were many co-operative societies in operation be-
fore the Rochdale Pioneers of 1844, it was these twenty-eight workers
who started the modern co-operative movement. By subscribing a few
pence per week they accumulated an initial capital of £28, with which
they rented a store and started trading with small stocks of flour, oat-
meal, sugar, butter and candles. Profits were distributed to members in
proportion to their purchases. In 1991 there were 65 retail co-
operative societies in the UK, with an aggregate membership of over 8
million. Turnover was £7.3 bn, making these societies Britain’s big-
gest retailer. In addition, these retail societies largely provide the
capital and control the operations of the Co-operative Wholesale So-
ciety.
The minimum shareholding in a retail co-operative society is usu-
ally £1. Only if a full share is held does a member enjoy voting rights,
but each member has only one vote irrespective of the number of
shares held. Some societies distribute profits as a dividend in propor-
tion to the value of the member’s purchases over the period as re-
corded at check-out through a numbered plastic card. Others use ‘The
National Dividend Stamp scheme run by the Co-operative Wholesale
Society. Stamps are given to customers in proportion to their purchas-
ers, and a book of stamps can be redeemed for cash, goods or a de-
posit in a share account. Both systems have allowed co-operative
shops to compete with supermarkets.
Co-operative societies described above are organised directly by
consumers and are therefore called consumer co-operative socie-
ties. Producers have also formed producer co-operative societies
e.g. the Meriden motorcycle workers co-operative, which was es-
tablished with government aid when its firm was threatened with
closure. A highly successful retail co-operative is the John Lewis
Partnership; and building societies can be regarded as co-operative
ventures.
These co-operatives are chiefly important in agriculture, par-
ticularly where production is carried on by small farmers, as in
Denmark, New Zealand and Spain. Their main function is to mar-
ket their produce and to purchase inputs. They are likely to become
more important in the UK as the government winds up the Mar-
keting Boards.

III. Match the words on the left with their definitions on the
right. Memorize the definitions. Use the words in the sentences or
situations of your own.

522
 1) operative societya) To exchange shares, bonds, stamps for cash
2) turnover b) a type of stamp given by a shop to a cus-
tomer each time the customer spends certain
amount of money, for sticking in a book and
which later can be exchanged for goods or
money
3) building society c) the right of someone who has shares in a
company to attend and vote at the company’s
general meeting
4) retail (consum- d) to sell something or make it available for
ers’) cooperative sale, especially in a particular way
5) to redeem e) a cooperative that buys goods from a
wholesale cooperative and sells them in a
shop. Any profit made that it makes is divided
between the members.
6) trading stamp f) an organization providing financial
services to customers, especially lending
money in the form of mortgages to buy a
house or flat and paying interest to savers
7) to accumulate g) the amount of the business done in a par-
ticular period of time.
8) voting right h) a cooperative owned by a number of con-
sumer cooperatives that buys or produces
large quantities of goods and supplies them to
its members and to other cooperatives.
9) wholesale coope- i) an organization run by a group of people
rative whose aim is to give benefits to its members
rather than to make a profit.
10) market j) A quantity of shares in a company held by
a particular person
11) shareholding k) To get, to earn or obtain something gradu-
ally over a period of time

IV. Complete the sentences by filling in the following table.

Connect the figures (1-8) with the letters (a-h)

1) Limited liability a) Shares are bought and sold freely, for ex-
means … ample, on the stock exchange.
2) If a corporation b) that the owners are responsible for their
owes you money … company’s debts up to a certain amount if it
goes out of business and do not sell their per-
sonal assets to repay their debts.

523
3) In a public limited c) you can not sue the shareholders, you will
company … sue the company.
4) In a private limitedd) involves greater disclosure of information
company … about the company’s activities, as well as scru-
tiny and comment in the financial press.
5) The change in e) all shareholders must agree before any
status from private to shares can be bought or sold
public company…
6) In Tudor times f) to attract small investors’ savings.
people …
7) The expansion of g) were reluctant to buy «shares» because
the company by the is- they risked not only the money they had in-
sue of more shares … vested but all private assets.
8) In 1855 British h) may give rise to the situation when the
Parliament granted original owners lose control of their business.
limited liability
V. Make up questions to which the following statements will be
the answers:
Q. …………………….
A. Public company is a fairly complex organization, possibly with
separate divisions or subsidiary companies, some of which may
be established overseas for selling and manufacturing.
Q. …………………….
A. The ownership is likely to be scattered among a large number of
shareholders. In some large corporations shareholders are actu-
ally more numerous than the employees.
Q. …………………….
A. Although the original founders of the company may still be im-
portant, they will no longer dominate the business. Control of
the company will be entrusted to a number of career direc-
tor/managers, who will probably be specialists in various aspects
of the company’s operations such as finance and marketing.
They will not necessarily have shares in the company. Thus the
owners of the firm — the hundreds or thousands of shareholders
— are no longer the managers.
Q. …………………….
A. Ordinary shareholders are entitled to elect directors answerable
to them to run the company on their behalf. These directors may
be removed from office if the shareholders have reasonable
grounds for believing that the conduct of company affairs has
been negligent.

524
Q. …………………….
A. Shareholders have no career in the business and do not see it as
a way of life. They are only interested in the dividends on their
shares, in other words, they are interested in maximizing the
profit of the company.

Q. …………………….
A. At the Annual General Meeting (AGM) shareholders can, in
theory, question their directors, express their views and give ef-
fect to the latter by vote. However, in practice the AGM is not a
particularly effective instrument for shareholder control. Share-
holders may have insufficient information to ask challenging
questions. Because voting power is likely to be dispersed among
a large number of shareholders, it will be difficult to get a con-
sensus in order to express a majority vote of ‘no confidence’ or
remove directors from office.
Q. …………………….
A. Some observers take the view that in many large companies the
Board of Directors, once elected, tends to be self-perpetuating,
unless the company runs into serious difficulties.
Q. …………………….
A. Any company will prosper if interests of shareholders and man-
agers coincide.

VI. Agree or disagree with the statements. Give your reason. The
following phrases may be helpful:

I entirely agree … I couldn’t agree more with the

To some extent I agree, but the
fact is …
Another point is …
I’m a bit doubtful about …
What is more …
Let’s discuss it in more detail …
idea …
Well, I’m not sure I entirely
agree …
I’m sorry, I have to disagree …
That’s not right I’m afraid …
I’m sorry, I can’t give you the
exact answer …

1. England’s foreign trade originated in Tudor times.

2. Today the joint-stock company is the most important form of
business organization.

525
 3. If joint-stock company is expanded, the original owners may be
subject to a takeover bid.
4. Public companies are far more numerous than private compa-
nies.
5. Getting shares quoted on the Stock Exchange involves thorough
examination and full advertisement of the company’s affairs.
6. Cooperative societies are chiefly important in manufacturing in-
dustries and agriculture.
7. Cooperatives are organizations owned by its members.
8. Building societies are examples of ‘cooperative ventures’.

VII. Answer the questions. Begin your answers with:

The obvious answer is … I think it will help if I give you some

background information on the matter … The point is that …
Well, let me see … I’m glad you asked me that … As far as I can
remember … Oh, let me think for a moment … I an afraid there’s
no easy answer to that … I think I ought to say right from the
start that … I believe you know that …

1. When did joint-stock companies begin their activity?

2. Why were people reluctant to become members of the first joint
stock companies?
3. What did the British Parliament do to induce small savers to in-
vest into growing industries?
4. State the advantages of the joint-stock company.
5. Give the disadvantages of the joint-stock company.
6. What kind of businesses is it suitable for?
7. What requirements should shareholders meet to form a public
company?
8. What is an authorised capital?
9. Explain the expression « to get shares quoted on the Stock Ex-
change».
10. How many workers started the modern co-operative movement?
11. How much money did they originally subscribe?
12. What was the essence of the first co-operative society?
13. How many people were there in the co-operative societies in
1991?
14. What is a voting right?
15. What system allowed co-operative shops to compete with the
supermarkets?
526
 VIII. Translate into English:

Корпорація (акціонерне товариство) є зараз домінуючою фор-

мою підприємницької діяльності. Її власниками вважаються акці-
онери, що мають обмежену відповідальність. Весь прибуток кор-
порації належить її акціонерам. Функції власності та контролю
поділені між акціонерами (власниками акцій) і менеджерами.
Переваги корпорації (акціонерного товариства) е достатньо ві-
домими.
По-перше, корпорація є найефективнішою формою організа-
ції підприємницької діяльності з огляду на реальну можливість
залучення необхідних інвестицій. Саме через ринок цінних па-
перів (фондову біржу) вона може об’єднувати різні за розмірами
капітали для фінансування сучасних напрямів науково-техніч-
ного й організаційного прогресу, нарощування виробничого по-
тенціалу.
По-друге, потужній корпорації значно простіше постійно збі-
льшувати обсяги виробництва або послуг. Це дає добру можли-
вість отримувати прибуток, що постійно зростає.
По-третє, кожний акціонер як співвласник корпорації несе
лише обмежену відповідальність (за банкрутства фірми він втра-
чає тільки вартість своїх акцій). Важливо й те, що окрема особа
може зменшити свій власний фінансовий ризик, якщо купувати-
ме акції кількох корпорацій. Кредитори можуть пред’явити пре-
тензії лише корпорації як юридичній особі, а не окремим акціо-
нерам як фізичним особам.
По-четверте, корпорація — це організаційно-правове утво-
рення, яке може функціонувати дуже тривалий період (постій-
но), що створює необмежені можливості для перспективного
розвитку.

IX. Render into English:

Корпоративна форма організації бізнесу має недоліки.

1. Мають місце певні розбіжності між функціями власності й
контролю, що негативно впливає на необхідну гнучкість опера-
тивного управління корпорацією. Розподіл функцій власності та
контролю може призвести до виникнення соціальних суперечно-
стей (конфліктів) між менеджерами і акціонерами корпорацій
2. Корпорація сплачує більші податки в розрахунку на одини-
цю отримуваного прибутку, ніж інші організаційні форми бізне-

527
су. Адже оподаткуванню підлягає спочатку отриманий корпора-
цією прибуток, а потім —дивіденди акціонерів, тобто фактично є
проблема подвійного оподаткування.
3. У корпоративній формі бізнесу існують потенційні можли-
вості для зловживань посадових осіб.

X. Read and retell the following text:

The objectives of the firm.

In a market economy a firm has to cover its costs if it is to stay in
business. Thus regard must be paid to ‘profitability’.
But in practice are firms always single-minded in seeking to
maximise money profits? The answer is no; there is a range of possi-
ble objectives.
Personal motives may be important, especially where the manager
is also the owner of the firm. Thus emphasis may be placed on good
labour relations, the welfare of the workers, the desire for power, po-
litical influence, public esteem or simply ‘a quiet life’. To cover such
objectives profit would have to be interpreted in a wider sense than
‘money profit’.
With major companies there is in practice a gap between the
ownership and administration. The business is run by professional
managers, and is too complex for shareholders to be able to exert
effective control. This applies even to the institutional sharehold-
ers, who avoid being directly involved in the running of the busi-
ness. Thus the motives of the full-time executive managers tend to
override the shareholders’ desire for maximum return on capital
invested. Managers may be anxious for the security of their own
jobs and, instead of taking the calculated risks necessary to earn
maximum profits, may tend to play for safety. More likely, they
will be motivated by personal desires for status. Provided they
achieve a level of profit which keeps shareholders content, their
positions and salaries can be enhanced by expanding the firm to
where it maximises sales rather than profits. Alternatively, the rate
of growth may be maximised.
Even when there is an emphasis on money profit, a firm may stress
its long-term position rather than immediate maximum profit. Security
of future profits may be the dominating motive for mergers and take-
overs as an alternative to developing new products and techniques.
Moreover, where there is an element of monopoly, a firm can follow
its own pricing policy rather than have it determined by competitive

528
market conditions . In such circumstances it may not adjust prices to
short-term changes in demand and supply conditions. For one thing,
there are the administrative costs of printing and distributing new
price lists. For another, frequent changes in price tend to offend retail-
ers and customers.
Again, a firm enjoying a degree of monopoly has always to assess
what effect the pursuit of maximum profit may have on its overall po-
sition in the long term. Will a high price attract new entrants or en-
courage the development of a rival product? Will it lead to adverse
publicity and eventually to government intervention by a reference to
the Office of Fair Trading?
Finally, a firm has often to modify its objectives in deference to
government policy. Thus it may be expected to follow government
guidelines regarding wage increases, to have regard to the environ-
ment in the disposal of its waste products and even to retain surplus
workers for a time rather than add to an already high level of unem-
ployment.
Yet, while we must take account of these other objectives, our
analysis cannot proceed far if any are seen as the main motive force of
the firm. In any case they merely supplement the profit objective, for
profits have to be made if the firm is to survive. Thus it is useful to
start with the broad assumption that firms seek to maximise profits.
We can then establish principles concerning how resources should be
combined and what output should be produced.
(c) The decisions of the firm
To achieve its objective of maximising profit, a firm has to assess
the demand of potential customers for its product and produce that
output which secures the greatest difference between total revenue
and total cost. Moreover, the cost of producing this given output must
be the lowest possible.
This means that the firm has to answer the following questions:
This means that the firm has to answer the following questions:
1. What goods will it produce?
2. What shall be its legal form?
3. How shall it raise the necessary capital?
4. What techniques shall be adopted, and what shall be the scale of
operations?
5. Where shall production be located?
6. How shall goods be distributed to the consumer?
7. How shall resources be combined ?
8. What shall be the size of output?
9. How shall it deal with its employees?

529
 XI. Case-Study:

EAST MEETS WEST:

BUSINESS JOINT VENTURES

One of the shining examples of an East-West joint venture was the

case of Combustion Engineering and the Soviet Union. A firm from
the Western world working with a Soviet partner was still big news.
This example was used to show how two different approaches to
business could be integrated and blended. But this highly publicized
joint venture was starting to unravel.
The internal bickering between the partners centered on payment
of money (hard currency) for services rendered, as well as on different
management practices and manufacturing procedures. The partners
was bickering, complaining about each other, and accusing each other
of possessing poor business sense.
About 1,790 joint ventures were registered in the Soviet Union.
At that time only about 445 actually started operations. About 100 of
the joint ventures were losing money. The reasons for the difficulties
with Western-Eastern European business deals could fill a book.
However, some clues suggest that business and the way it was con-
ducted in New York or Tokyo are different from the way business is
transacted in Warsaw and Moscow. Western and Eastern economic
systems differed for decades. Under the Soviet system, the customer
was expected to be grateful for whatever he or she got. Take it and
don’t complain. In the United States, this philosophy would get a
business owner a severe case of «lost customers» and no «customer
loyalty.»
Customers under a mixed American-type economic system are
kings and queens. The autocratic style of doing business will just not
work in the West. Americans have numerous choices from which to
select the company with whom they will do business or from whom
they will purchase products or services.
Improvement or education of Soviet managers in dealing with
customers was what Combustion Engineering should have accom-
plished. Even though the Soviet Union was slowly changing the way
it conduced business, this was a difficult task.
If the Soviets were going to attract more joint venture partners,
they would need to change their management philosophy and their
way of treating customers. They would need to place new emphasis
on profit. Some Soviets claimed that Americans were too impatient,
530
wanting to earn a profit within five years. They estimated that some of
the joint ventures would not earn a profit for 10 to 15 years.
Operating a joint venture like a business requires understanding the
foundations of business. The Soviets and other Eastern Europeans
were learning that conducting business was challenging, and many
planed to be successful in the near future. A Western joint venture
partner could help in the learning process.

Questions for Discussion

1. Why would a joint venture partner from a planned economy

have difficulty understanding that the consumer is king or queen?
2. Could a small business owner tolerate a business deal (joint
venture) that had little probability of being profitable within the first
10 years?
3. Why few Americans were willing to enter into joint ventures
with Soviet partners in mid-1991?

531
 Unit

PART I
THE EUROPEAN UNION.
HISTORIC STEPS

Today’s European Union is the result of the hard work put in by

men and women working for a united Europe. The EU is built on their
concrete achievements. In no other region of the world have sovereign
countries pooled their sovereignty to this extent and in so many areas
of crucial importance to their citizens. The EU has created a single
currency and a dynamic single market in which people, services,
goods and capital move around freely. It strives to ensure that,
through social progress and fair competition, as many people as
possible enjoy the benefits of this single market.
The ground rules of the European Union are set out in a series of
treaties:
• the Treaty of Paris, which set up the European Coal and Steel
Community (ECSC) in 1951;
• the Treaties of Rome, which set up the European Economic
Community (EEC) and the European Atomic Energy Community
(Euratom) in 1957.
These founding treaties were subsequently amended by
• the Single European Act (1986),
• the Treaty on European Union (Maastricht, 1992)
• the Treaty of Amsterdam (1997) and
• the Treaty of Nice (2001).
The first step in European integration was taken when six countries
(Belgium, the Federal Republic of Germany, France, Italy,
Luxembourg and the Netherlands) set up a common market in coal
and steel. The aim, in the aftermath of the Second World War, was to
secure peace between Europe’s victorious and vanquished nations It
brought them together as equals, cooperating within shared insti-
tutions.
532
 So successful was this venture that Denmark, Ireland and the United
Kingdom decided to join the Communities. This first enlargement, from
six to nine members, took place in 1973. At the same time, the
Communities took on new tasks and introduced new social, regional and
environmental policies. To implement the regional policy, the European
Regional Development Fund (ERDF) was set up in 1975.
In 1981 Greece joined the Communities, followed by Spain and
Portugal in 1986. This made it all the more urgent to introduce
‘structural’ programmes such as the first Integrated Mediterranean
Programmes (IMP), aimed at reducing the economic development gap
between the 12 member states.
A worldwide economic recession in the early 1980s brought with it
a wave of ‘euro-pessimism’. But hope sprang anew in 1985 when the
European Commission, under its President Jacques Delors, published
a ‘white paper’ setting out a timetable for completing the European
single market by 1 January 1993. The Communities adopted this
ambitious goal and enshrined it in the Single European Act, which
was signed in February 1986 and came into force on 1 July 1987.
Meanwhile, the European Communities were changing too. The
member states were negotiating a new treaty that was adopted by the
European Council (i.e. their presidents and/or prime ministers) at
Maastricht in December 1991. This ‘Treaty on European Union’ came
into force on 1 November 1993. The EEC was renamed simply ‘the
European Community’ (EC). Moreover, by adding areas of
intergovernmental cooperation to the existing Community system, the
Treaty created the European Union (EU). It also set new ambitious
goals for the member states: monetary union by 1999, European
citizenship, new common policies — including a common foreign and
security policy (CFSP) — and arrangements for internal security.
The new European dynamism and the continent’s changing
geopolitics led three more countries — Austria, Finland and Sweden
— to join the EU on 1 January 1995. The Union now had 15 member
states and was on course for its most spectacular achievement yet —
replacing its national currencies with a single European currency, the
euro. On 1 January 2002, euro notes and coins came into circulation in
12 EU countries (the ‘euro area’). The euro is now a major world
currency, having a similar status to the US dollar.
As the world moves forward into the 21st century, Europeans must
together face the challenges of globalisation. Revolutionary new
technologies and the Internet explosion are transforming the world
economy. But these profound economic changes bring with them
social disruption and culture shock.

533
 Meeting in Lisbon in March 2000, the European Council adopted a
comprehensive strategy for modernising the EU’s economy and
enabling it to compete on the world market with other major players
such as the United States and the newly industrialised countries. The
‘Lisbon strategy’ includes opening up all sectors of the economy to
competition, encouraging innovation and business investment, and
modernising Europe’s education systems to meet the needs of the
information society.
At the same time, unemployment and the rising cost of pensions
are both putting pressure on the member states’ economies, and this
makes reform all the more necessary. Voters are increasingly calling
on their governments to find practical solutions to these issues.
Scarcely had the European Union grown to encompass 15 member
states when another 12 began knocking at its door. In the mid 1990s,
it received membership applications from the former Soviet bloc
countries (Bulgaria, the Czech Republic, Hungary, Poland, Romania
and Slovakia), the three Baltic states that had once been part of the
Soviet Union (Estonia, Latvia and Lithuania), one of the republics of
the former Yugoslavia (Slovenia) and two Mediterranean countries
(Cyprus and Malta).
The EU welcomed this opportunity to help stabilise the European
continent and to extend the benefits of European unification to these
young democracies. Accession negotiations with the candidate
countries were launched in Luxembourg in December 1997 and in
Helsinki in December 1999. The Union was on the way to its biggest
enlargement ever. For ten of the candidate countries, negotiations
were completed on 13 December 2002 in Copenhagen. The European
Union will have 25 member states in 2004, and will continue growing
as more countries join in the years ahead.
Not only geographically but also in terms of their culture, their
history and their aspirations, the countries concerned — Cyprus, the
Czech Republic, Estonia, Hungary, Latvia, Lithuania, Malta, Poland,
Slovakia and Slovenia — are decidedly European. In joining the
European Union they are joining the democratic European family and
taking their full part in the great project conceived by the EU’s
founding fathers. The accession treaties, signed in Athens on 16 April
2003, allow the people of the new member states to vote and to stand
for election, on the same terms as all other EU citizens, in the
European parliamentary elections in June 2004.
At the same time, the European Council laid down three major
criteria that candidate countries must meet before they can join
the EU.

534
 • First, a political criterion: candidate countries must have stable
institutions guaranteeing democracy, the rule of law, human rights and
respect for and protection of minorities.
• Second, an economic criterion: candidate countries must have a
functioning market economy and be able to cope with competitive
pressure and market forces within the Union.
• Third, the criterion of being able to take on the obligations of EU
membership, including adherence to the aims of political, economic
and monetary union. This means candidate countries must adopt the
entire body of EU law — known as the acquis communautaire.
The enlarged EU of 25 countries and 454 million people will
expand even further in 2007, when Bulgaria and Romania join — if
all goes according to the plans agreed at Copenhagen. At that meeting
the European Council also agreed that it could decide, in December
2004, to begin formal accession negotiations with Turkey if the
European Commission’s report recommends it. Negotiations with a
candidate country can begin once it has met the EU’s political and
economic criteria.
But Turkey lies on the very edge of the European continent, and
the prospect of its joining the EU raises questions about where to draw
the ultimate boundaries of the European Union. Can any country
anywhere apply for EU membership and start negotiations provided it
meets the political and economic criteria laid down in Copenhagen?
Certainly, the countries of the western Balkans such as Albania,
Bosnia-Herzogovina, Croatia, Macedonia, Montenegro and Serbia
could apply once they have achieved political stability and meet the
Copenhagen criteria.
Indeed, it is in the EU’s interests to promote stability in the regions
that lie on its doorstep. Enlargement pushes back and lengthens the
Union’s borders. In 2004 it will have Belarus, Russia and Ukraine as
its next-door neighbours. It will have to step up cross-border co-
operation with them on transport and environmental policy as well as
on issues such as internal security and the fight against people
smuggling and other forms of international crime.
If it is a success, could this same strategy be applied to the EU’s
relations with countries on the southern shore of the
Mediterranean? Questions like these open up the whole debate
about what it means to be European, what is the ultimate purpose
of European integration and what are the EU’s interests in the
world at large. It is time to redefine and reinforce the EU’s
preferential agreements with its near neighbours, and to do so in
the most wide-ranging terms possible.

535
 Vocabulary notes

ground rules основні правила

pool, v
crucial importance
founding treaties
to amend, v
in the aftermath of the war
victorious and vanquished
nations
to enshrine in, v
to come into force
to negotiate a treaty
arrangement for internal
security
to come into circulation
social disruption
to put pressure on
to encompass, v
on the same terms
to take on obligations
adherence to the aims
acquis communautaire
accession negotiations
ultimate boundaries
to step up cross-border
cooperation
the world at large
to redefine and reinforce, v
oб’єднувати в загальний фонд
вирішальне значення
угоди про заснування
вносити поправки
в період після війни
нації, що перемогли, і нації, що за-
знали поразки
включити (в документ)
набути юридичної сили
вести переговори про укладення угоди
заходи для забезпечення внутрішньої
безпеки
ввійти в обіг
соціальний розкол
здійснювати тиск
охоплювати
на тих же умовах
брати на себе зобов’язання
прихильність цілям
фр. надбання співдружності
переговори про вступ (до організації)
кінцеві кордони
посилити міжнародне співро-
бітництво
світ в цілому
переформулювати і підсилити

I. Underline all international words in the text. Give their

Ukrainian equivalents.

II. Read, translate and learn the meaning of the following words
and word combinations and use them in sentences of your own:

venture a business or commercial activity in which there

may be some risk
recession a slowing down or fall in business activity. It is
usually accompanied by a fall in investment and
public spending and a rise in unemployment

536
criterion a standard by which you judge or evaluate
something.
a sovereign state is independent and not under the authority of any
or a country other country
circulation distribution and movement of goods, money
geopolitics the study of the effect that the geographical position
and features of a country have on its politics and its
relations with other countries
challenge something new and exiting or difficult which you have
the opportunity of doing and which requires great
effort and determination if you are going to succeed
disruption a situation when an event, system or process is preven-
ted from proceeding or operating easily or peacefully
comprehensive including everything that is essential or necessary
strategy a plan you adopt in order to get something done,
especially in politics, economics or business
ultimate describing the final result of a long and often
complicated series of events
smuggle to take goods secretly and illegally in or out of a
country especially without paying customs duty
wide-ranging describes something which deals with or includes a
great variety of different things

III. Match the word combinations on the left in column A with

their corresponding definition on the right in column C:

A B C
1) to strive means to change the appearance of somebody or
something or the function of something completely
2) to join to do something or make a very great effort,
usually over a long period of time, to get it or do it
3) to face (smth.) to think of a plan or idea and work out how it can
be done or put into practice
4) to transform to state the rules, ideas, which other people are
expected to obey or agree with
5) to encourage to be going to be affected by smth. difficult or
unpleasant and have to deal with it
6) to welcome to deal with a task or difficulty successfully
7) to conceive to become a member of a club, society or
organization or start work as an employee of it
8) to lay down to give somebody the courage and confidence to do
something
9) to cope with to support some activity and help it to happen

537
 IV. Find in the text the following words and word combinations,
translate the sentences in which they are used and make up sen-
tences with them:

to set up the European Community; subsequently; enlargement; the

economic development gap; ambitious goal; intergovernmental
cooperation; citizenship; dynamism; spectacular achievement;
opening up all sectors of the economy for competition; to encourage
innovation; to meet the needs; to find practical solution to the issues;
to receive membership applications; the rule of law.

V. Find English equivalents of the words and word combina-

tions, translate the sentences in which they are used and make up
sentences with them:

єдиний ринок; вільно пересуватися; брати на себе нові завдан-

ня; здійснювати регіональну політику; бути націленим на; хвиля
європесимізму; розробити графік; конкурувати на світовому рин-
ку; задовольняти потреби; здійснювати тиск; валютний союз;
розпочати переговори; підписати угоди; стабільні установи, що
гарантують демократію; права людини; повага до національних
меншин та їх захист; конкурентний тиск; взяти на себе зо-
бов’язання, пов’язані з членством у ЄС; сукупність правових
норм; відповідати критеріям; кінцева ціль.

VI. Match the words in column A with their synonyms in column

B and antonyms in column C:

A B C A B C
Word Synonym Antonym Word Synonym Antonym
crucial whole worse ultimate commanding different
fair better insufficient preferential final partial
ambitious total subordinate comprehensive rival primary
practical common impracticable dynamic superior unequal
major successful minor victorious aspiring unfair
competitive operating modest shared active vanquished
entire superior uncritical sovereign all-embracing inactive

538
 VII. Learn the words given below and their synonyms, consult
dictionaries and try to explain the differences, if any:

rule, n — law, regulation, precept, statute, ordinance, canon, order,

principle;
integration, n — unity, unification, union, indivisibility, solidarity,
association;
gap, n — break, interruption, interval, interim, breach, split;
goal, n — objecti, object, end, aim, intention, intent, purpose,
design;
market, n — sale, selling, clearance, sell-out, bazaar, public sale,
auction;
currency, n — cash, money, legal tender, coin, coinage;
sector, n — segment, section, division, part, portion, piece, detail,
fraction, fragment;
competition, n — rivalry, contention, strife, clash, combat,
warfare, controversy, contest, tournament;
negotiations, n — talks, conversation, conference, parley,
discussion, debate, symposium, seminar;
obligation, n — duty, responsibility, accountability, answerability,
liability, burden, promise, engagement, pledge;
boundary, n — limit, limitation, restriction, definition,
demarcation, ceiling, threshold, landmark, frontier, border;
strategy, n — tactics, logistics, plan, scheme, design, master-plan,
blue-print, draft, policy, programme.

VIII. Fill in prepositions where necessary:

REGIONAL ACTION

The EU’s regional policy consists essentially … making payments

from the EU budget … disadvantaged regions and sections of the
population. The total amount allocated … 2000-2006 is 213 billion
euro. The payments are used to boost the development … backward
regions, to convert old industrial zones, to help young people and the
long-term unemployed find work, to modernise farming and to help
less-favoured rural areas.
• Objective 1 is to help develop regions where the wealth
produced divided … the number of inhabitants — technically known
as ‘gross domestic product (GDP) per capita’ — is less than 75% …
the EU average. This aid, amounting … 135 billion euro, is two thirds
539
… all the money allocated to regional policy … 2000-2006. It goes to
benefit about 50 regions, representing 22% … the EU’s population. It
is used to get the economy moving … these regions … creating the
infrastructure they lack, providing better training … local people and
stimulating investment … local businesses.
• Objective 2 is to help other regions … difficulty. They may be
areas where the economy is being restructured, declining rural
areas, fishing communities in crisis or urban areas with serious
problems.
• Objective 3 is to combat unemployment … modernising training
systems and helping to create jobs.

IX. Fill in the articles where necessary and retell the text:

THE SOCIAL DIMENSION

The aim of … EU’s social policy is to correct … most glaring

inequalities in European society. The European Social Fund (ESF)
was set up in 1961 to promote job creation and help workers move
from one type of work and one geographical area to another. For
2003, … ESF was allocated €4.8 billion from … EU budget.
Financial aid is not … only way in which … EU seeks to
improve social conditions in Europe. Aid alone could never solve
all … problems caused by economic recession or by regional
under-development. Social progress springs, first and foremost,
from economic growth and is nurtured by both national and EU
policies.
Social progress is also supported by legislation that guarantees all
EU citizens … solid set of basic rights. Some of these rights are
enshrined in … Treaties — for example, … right of men and women
to equal pay for equal work. Others are set out in directives about …
protection of workers (health and safety at work) and essential safety
standards.
In December 1991, … Maastricht European Council adopted …
Community Charter of basic social rights, setting out … rights all
workers in the EU should enjoy: free movement; fair pay; improved
working conditions; social protection; … right to form associations
and to undertake collective bargaining; … right to vocational training;
equal treatment of women and men; worker information, consultation
and participation; health protection and safety at … workplace;
protection for children, … elderly and … disabled.
540
 X. Complete the following text with the words and expressions
from the box:

set out rules have been modernized

reasonable landscapes the environment
to encourage rural the prices
demand sustainable to bear fruit
fish stocks community to reform
to influence in harmony fisheries
in harmony quality fair
leading exporters competitive decided

REFORMING THE COMMON AGRICULTURAL POLICY

At the Berlin summit, when agreeing the ‘Agenda 2000’

arrangements, the European Council … to reform the common
agricultural policy (CAP) so as to cut the costs involved and keep
European farming … .
The aims of the CAP, as … in the Treaty of Rome, have largely
been achieved: a … standard of living has been ensured for the
farming community; markets have been stabilised; supplies reach
consumers at … prices; structures … . Other principles that were
adopted in the course of time have also worked well. Consumers
enjoy security of supplies, and … of agricultural products are kept
stable, protected from fluctuation on the world market.
Steps had to be taken … this policy, which is why Agenda 2000
changed the CAP’s aims and methods. The main objective was now
… farmers to produce high-quality products, in quantities more in line
with …, and to move away from intensive farming methods that dam-
age … . Aid to farmers would no longer be related to the volume of
goods they produce.
This reform is beginning … : production has been curbed. The
European Union is one of the world’s … and importers of agri-
foodstuffs. Farmers are being encouraged to use … farming practices
that safeguard the environment and preserve the countryside. The new
role of the farming … is to ensure a certain amount of economic
activity in every … area and to maintain the diversity of Europe’s … .
This diversity and the recognition given to the ‘rural way of life’ —
people living … with the land — are an important part of Europe’s
identity.

541
 In 2002, the Commission proposed further reforms that would
enable Europe … the way the World Trade Organisation (WTO)
draws up its … . The Commission wants the emphasis to be on food
…, the precautionary principle and animal welfare.
Similarly, the European Union has begun reforming its … policy.
The aim here is to reduce the overcapacity in fishing fleets, to pre-
serve … and to provide financial assistance to people who leave the
fishing industry.

XI. Agree or disagree with the statements. Give your reasons.

The following phrases may be helpful:

As a matter of fact …; As I see In my opinion …; (Not)

it …; Furthermore …;
Generally speaking …; I can’t
agree with you …; I don’t think
so …; I fully agree with you …;
I should say it’s only partly true
…; I am of the same opinion
…; In addition …;
quite so …; On the contrary
…; Putting it mildly …;
Strictly speaking …;That
depends…; The thing is that
…; To my mind …; To tell
the truth … .

1) In no other region of the world have sovereign countries pooled

their sovereignty to this extent as in the EU.
2) The founding Treaties were never amended.
3) The «Treaty on the European Union» came into force in 1993.
4) As the world moves forward into the 21st century, Europeans
must together face the challenges of globalization.
5) Unemployment and the rising cost of pensions have never been
the trouble of the European Union member countries.
6) The accession treaties signed in 2003 do not allow the people of
the new member states to vote and stand for election on the same
terms as all other EU citizens.
7) One of the criteria of EU membership is having stable
institutions guaranteeing democracy, the rule of law, human rights and
respect and protection of minorities.
8) Accession negotiations with Turkey are not planned.
9) The countries of the Western Balkans can’t apply.
10) It is in the EU’s interests to promote stability in the regions that
lie on its doorstep.

542
 XII. Answer the questions. Begin your answers with:

Actually …; As a rule …; As far as I am concerned …; As far as

I know …; As far as I remember …; As things are …;
Frankly/strictly speaking …; I am inclined to think …; I
suppose/believe …; In any case …; That depends (on) …; The
matter is that …; To make a long story short …; To tell the
truth … .

1) How can you characterize the European Union as an

organization?
2) What treaties made the foundation of the European Community?
3) How was the European Community set up and what countries
joined it very soon after that?
4) When was the EC renamed and what were the goals of the new
organization?
5) When was the common currency introduced?
6) What challenges does the European Union face in the 21st
century?
7) When did the latest enlargement take place?
8) What are the terms on which 10 new members joined the EU?
9) What are three major criteria that candidate countries must meet
before they can join the EU?
10) Are there any plans for further enlargement of the EU?
11) What questions are now open to debate throughout the European
Union?

XIII. Ask questions to elicit the information:

1) During the final decade of the 20th century EU citizens were

increasingly calling on their governments to take more vigorous
action to create jobs.
2) Europeans couldn’t believe in the benefits of European
integration and have confidence in its future while more than 10% of
the EU’s workforce (until 1997) were unemployed.
3) A new chapter on employment was inserted into the Treaty of
Amsterdam, making job creation a priority for the EU’s economic
policy.
543
 4) At the European Council in Luxembourg in November 1997 the
leaders of the 15 member states agreed a coordinated strategy for
making their individual national policies more effective.
5) It was a strategy for better vocational training, for helping start
up new businesses and for improving «social dialogue», — i.e.
relations between employers and employees.
6) This strategy laid down guidelines for boosting employment.
7) Progress on implementing these guidelines is regularly reviewed
by the member states and the EU institutions, using a jointly agreed
assessment procedure.
8) The founders of the European Union rightly saw that Europe’s
future prosperity would depend on its ability to remain a world leader
in technology.
9) The European leading institutions saw the advantages to be
gained from doing joint European research.

Translate into English and reproduce the dialogue:

Mr. A Будь ласка, скажіть мені, чи Ви знаєте інші напрямки

політики Європейського Союзу, окрім регіонального та
сільськогосподарського?
Mr. B Політика ЄС спочатку була зосереджена на підтриманні
Єдиного ринку, але поступово з’явилися інші напрямки,
які охоплювали багато аспектів життя і були зв’язані з
багатьма проблемами, що стояли перед європейським
суспільством.
Mr. A Які проблеми Ви маєте на увазі?
Mr. B Я мав на увазі проблеми охорони навколишнього сере-
довища, охорони здоров’я, прав споживачів, конкурен-
цію, безпеку транспорту, освіту і доступність культур-
них джерел.
Mr. A Я згоден з тим, що проблеми, що виходять за межі наці-
ональних кордонів, вимагають спільних зусиль і повинні
вирішуватись ефективно. Мені здається, що більша час-
тина проблем міжнаціонального характеру не може бути
вирішена без законодавства, обов’язкового для всього
ЄС, значного фінансування, яке може забезпечити тіль-
ки весь ЄС.
Mr. B Ви маєте рацію. Саме в інтересах всіх громадян ЄС була
підписана Амстердамська угода, що надала ЄС більше
повноважень і відповідальності в таких сферах, як охо-
рона здоров’я і захист споживачів.

544
Mr. A Я думаю, що існують і інші закони, що регулюють інші
аспекти, які ви згадали, наприклад, охорона навколиш-
нього середовища.
Mr. B Так, сфера охорони навколишнього середовища — це
найбільш яскравий приклад того, як європейські устано-
ви реагують на вимоги європейської суспільної думки.
Люди зрозуміли, що для забруднення немає ніяких кор-
донів, що наш природний спадок треба зберігати і що
кожен громадянин має право на безпечні і здорові про-
дукти і умови життя.
Mr. A Які ж конкретні заходи з вирішення цих питань було за-
проваджено?
Mr. B Я назву декілька з них: це прийняття загальноєвропей-
ських норм забруднення повітря, захист озонового шару
за допомогою зменшення викидів хлоро-фторо-вугле-
цевих речовин (chlorofluorocarbons); покращення оброб-
ки відходів; контролю за використанням хімічних речо-
вин; зменшення рівня шуму від транспортних засобів.

XV. Read, translate and learn the following dialogue, dramatize

it in class:

Mr. A I know the signs for the US dollar and the British pound
sterling. Do you know what the graphic symbol for the euro
look like?
Mr. B Certainly. I can describe it to you. The graphic symbol for
the euro looks like E with two clearly marked, horizontal
parallel lines across it. It was inspired by the Greek letter
epsilon, in reference to the cradle of European civilization
and to the first letter of the word «Europe».
Mr. A How interesting! And what do the parallel lines represent?
Mr. B They represent the stability of the euro.
Mr. A Is the official abbreviation for the euro the first letter of the
name?
Mr. B No, not quite so. The official abbreviation is «EUR». It has
been registered by the International Standards Organisation
(ISO), and is used for all business, financial and commercial
purposes.
Mr. A And what euro-notes are in circulation?
Mr. B There are seven euro denominated notes (5, 10, 20, 50, 100,
200 and 500) euro and eight coins (1, 2, 5, 10, 20 and 50
euro cents and 1 and 2 euro coins).

545
Mr. A Are they all in circulation now?
Mr. B Yes, they are. For a relatively short period in early 2002
there was dual circulation while the national currency notes
and coins were gradually withdrawn.
Mr. A What do the coins look like?
Mr. B The coins have a common design on one side and a national
design on the other.

XVI. Complete the open dialogue:

Mr. C …
Mr. D The idea of a ‘citizens’ Europe’ is very new. Making it a
reality will mean, among other things, rallying popular
support for symbols that represent shared European identity.
Mr. C …
Mr. D Things like the European model of passport (in use since
1985), the European anthem (Beethoven’s Ode to Joy) and
the European flag (a circle of 12 golden stars on a blue
background).
Mr. C …
Mr. D EU model driving licences have been issued in all member
states since 1996.
Mr. C …
Mr. D Since 1979, the European Parliament has been directly
elected by universal suffrage. This gives greater democratic
legitimacy to the process of European unification, linking it
directly with the will of the people.
Mr. C …
Mr. D Europe needs to be made even more democratic by giving
Parliament a greater role, by creating genuine European
political parties and by giving the ordinary citizen a greater
say in EU policymaking via non-governmental organisations
and other voluntary associations.
Mr. C …
Mr. D The introduction of euro notes and coins on 1 January 2002
had a major psychological impact.
Mr. C …
Mr. D Most Europeans now manage their bank accounts in euro
and can shop around for goods and services now that prices
in most of the EU are given in euro and can be directly
compared.
Mr. C …

546
Mr. D Thanks to the Schengen Agreement, checks have been
abolished at most of the borders between EU countries, and
this already gives citizens a sense of belonging to a single,
unified geographical area.
Mr. C …
Mr. D To help bring the EU closer to its citizens, the treaty on
European Union created the post of Ombudsman. The
European Parliament elects the Ombudsman and his term of
office is the same as Parliament’s. His role is to investigate
complaints against EU institutions and bodies.

XVII. Role play.

Prepare dialogues between a citizen of an EU member country
and a citizen of Ukraine discussing the following problems:

1. The main policy of the European Union.

2. The social policy of the EU.
3. The employment policy of the EU.
4. The main directions of EU agricultural and environmental
policies.
5. Fundamental rights of EU citizens.
6. How a sense of belonging is promoted.

PART II
HOW DOES THE UNION WORK?

The European Union is more than just a confederation of countries,

but it is not a federal State. It is, in fact, something entirely new and
historically unique. Its political system has been constantly evolving
over the past 50 years and it is founded on a series of treaties — from
those signed in Paris and Rome in the 1950s to the treaties of
Maastricht, Amsterdam and Nice, agreed in the 1990s.
Under these treaties, the member states of the Union delegate some
of their national sovereignty to institutions they share and that
represent not only their national interests but also their collective
interest.
The treaties constitute what is known as ‘primary’ legislation.
From them is derived a large body of ‘secondary’ legislation that has a
direct impact on the daily lives of European Union citizens. It consists
mainly of regulations, directives and recommendations.

547
 These laws, along with EU policies in general, are the result of
decisions taken by three main institutions:
• the Council of the European Union (representing the member
states),
• the European Parliament (representing the citizens) and
• the European Commission (a politically independent body that
upholds the collective European interest).
The Council of the European Union
The Council of the European Union is the EU’s main decision-
making institution. It was formerly known as the ‘Council of
Ministers’, and for short it is simply called ‘the Council’.
Each EU country in turn presides over the Council for a six-month
period. Every Council meeting is attended by one minister from each
of the member states. Which ministers attend a meeting depends on
which topic is on the agenda. If foreign policy, it will be the Foreign
Affairs Minister from each country. If agriculture, it will be the
Minister for Agriculture. And so on. There are nine different Council
‘configurations’, covering all the different policy areas including
industry, transport, the environment, etc. The Council’s work as a
whole is planned and co-ordinated by the General Affairs and
External Relations Council.
The preparatory work for Council meetings is done by the
Permanent Representatives Committee (Coreper), made up of the
member states’ ambassadors to the EU, assisted by officials from the
national ministries. The Council’s administrative work is handled by
its General Secretariat, based in Brussels.
The Council and European Parliament share legislative power as
well as responsibility for the budget. The Council also concludes
international agreements that have been negotiated by the Commission.
According to the treaties, the Council has to take its decisions either
unanimously or by a majority or ‘qualified majority’ vote.
On important questions such as amending the treaties, launching a
new common policy or allowing a new country to join the Union, the
Council has to agree unanimously.
In most other cases, qualified majority voting is required — in
other words, a decision cannot be taken unless a specified minimum
number of votes is cast in its favour. The number of votes each EU
country can cast roughly reflects the size of its population.
The minimum number of votes required to reach a qualified
majority is 62 out of the total of 87 (i.e. 71.3%).
For six months from 1 May 2004, when new member states join
the EU, transitional arrangements apply. From 1 November 2004 a

548
minimum of 232 votes (72.3%) will be required to reach a qualified
majority. In addition,
• a majority of member states (in some cases two thirds) must
approve the decision, and
• any member state can ask for confirmation that the votes cast in
favour represent at least 62% of the EU’s total population.
The European Council
The European Council brings together the presidents and prime
ministers of all the EU countries plus the President of the European
Commission. The President of the European Parliament also addresses
every European Council.
Its origins go back to 1974, when the EU’s political leaders (the
‘heads of State or government’) began holding regular meetings. This
practice was made official by the Single European Act (1987). The
European Council now meets, in principle, four times a year. It is
chaired by the President or Prime Minister of the country currently
presiding over the Council of the European Union.
Given the growing importance of EU affairs in national political
life, it is appropriate that the national presidents and prime ministers
should have these regular opportunities to meet and discuss major
European issues. With the Treaty of Maastricht, the European Council
officially became the initiator of the Union’s major policies and was
empowered to settle difficult issues on which ministers (meeting in
the Council of the European Union) fail to agree.
The European Council has become a major media event, since its
members are all well-known public figures and some of the issues
they debate can be highly contentious. It also discusses current world
problems. Its aim is to speak with one voice on international issues,
developing a Common Foreign and Security Policy (CFSP).
The European Council is thus the EU’s highest-level policymaking
body. Some Member States would like it to become the government
of Europe, and want one of its members to represent the Union on the
world stage. Would this person be chosen by the European Council or
would it automatically be the President of the European Commission?
There is disagreement over this question.
The European Parliament
The European Parliament is the elected body that represents the
EU’s citizens and takes part in the legislative process. Since 1979,
members of the European Parliament (MEPs) have been directly
elected, by universal suffrage, every five years.
Until the 2004 elections there are 626 MEPs. Thereafter,
enlargements of the EU will increase that number. The number of

549
MEPs from each country is as follows (in alphabetical order according
to the country’s name in its own language):
1999— 2004— 2007— 1999—2004 2004— 2007— 1999—
2004 2007 2009 2007 2009 2004
Bulgaria — — 18 Lithuania — 13 13
Belgium 25 24 24 Luxembourg 6 6 6
Czech — 24 24 Hungary — 24 24
Republic
Denmark 16 14 14 Malta — 5 5
Germany 99 99 99 Netherlands 31 27 27
Estonia — 6 6 Austria 21 18 18
Greece 25 24 24 Poland — 54 54
Spain 64 54 54 Portugal 25 24 24
France 87 78 78 Romania — - 36
Ireland 15 13 13 Slovenia — 7 7
Italy 87 78 78 Slovakia — 14 14
Cyprus — 6 6 Finland 16 14 14
Latvia — 9 9 Sweden 22 19 19

Parliament normally holds its plenary session in Strasbourg and

any additional sessions in Brussels. It has 17 committees that do the
preparatory work for its plenary sessions, and a number of political
groups that mostly meet in Brussels. The Secretariat-General is based
in Luxembourg.
Parliament and the Council share legislative power, and they do
so using three different procedures (in addition to simple
consultation).
First, there is the ‘cooperation procedure’, introduced by the Single
European Act in 1986. Under this procedure, Parliament gives its
opinion on draft directives and regulations proposed by the European
Commission, which can amend its proposal to take account of
Parliament’s opinion.
Second, there is the ‘assent procedure’, also introduced in 1986.
Under this procedure, Parliament must give its assent to international
agreements negotiated by the Commission, to any proposed
enlargement of the European Union and to a number of other matters
including any changes in election rules.
Third, there is the ‘co-decision procedure’, introduced by the
Treaty of Maastricht (1992). This puts the Parliament on an equal

550
footing with the Council when legislating on a whole series of
important issues including the free movement of workers, the internal
market, education, research, the environment, Trans-European
Networks, health, culture and consumer protection. Parliament has the
power to throw out proposed legislation in these fields if an absolute
majority of MEPs vote against the Council’s ‘common position’.
However, the matter can be put before a conciliation committee.
The Treaty of Amsterdam added another 23 and the Treaty of Nice
a further seven to the number of fields in which the co-decision
procedure applies.
Parliament and the Council also share equal responsibility for
adopting the EU budget. The European Commission proposes a draft
budget, which is then debated by Parliament and the Council.
Parliament can reject the proposed budget, and it has already done so
on several occasions. When this happens, the entire budget procedure
has to be re-started. Parliament has made full use of its budgetary
powers to influence EU policymaking. However, most of the EU’s
spending on agriculture is beyond Parliament’s control.
Parliament is a driving force in European politics. It is the EU’s
primary debating chamber, a place where the political and national
viewpoints of all the member states meet and mix. So Parliament quite
naturally gives birth to a good many policy initiatives.
Parliamentary debates are dominated by the political groups. The
largest of these are:
• the European People’s Party (Christian Democrats) and
European Democrats — the EPP-ED group;
• the Party of European Socialists — PES.
Last but not least, Parliament is the body that exercises democratic
control over the Union. It has the power to dismiss the Commission
by adopting a motion of censure. (This requires a two thirds majority).
It checks that EU policies are being properly managed and imple-
mented — for example by examining the reports it receives from the
Court of Auditors and by putting oral and written questions to the
Commission and Council.
The European Commission
The Commission is one of the EU’s key institutions. Until 1 May
2004 it has 20 members (two each from France, Germany, Italy, Spain
and the United Kingdom, one from each of the other countries),
appointed for a five year period by agreement between the Member
States, subject to approval by Parliament.
From 1 May 2004, when new member states join the EU, there
will be one commissioner per country.

551
 The Commission acts with complete political independence. Its job
is to uphold the interest of the EU as a whole, so it must not take
instructions from any member state government. As ‘Guardian of the
Treaties’, it has to ensure that the regulations and directives adopted
by the Council and Parliament are being put into effect. If they are
not, the Commission can take the offending party to the Court of
Justice to oblige it to comply with EU law.
The Commission is also the only institution that has the right to
propose new EU legislation, and it can take action at any stage to help
bring about agreement both within the Council and between the
Council and Parliament.
As the EU’s executive arm, the Commission carries out the
decisions taken by the Council — in relation to the Common
Agricultural Policy, for example. The Commission is largely
responsible for managing the EU’s common policies, such as
research, development aid, regional policy etc. It also manages the
budget for these policies.
The Commission is answerable to Parliament, and the entire
Commission has to resign if Parliament passes a motion of censure
against it. It was when faced with just such a motion of censure that
President Jacques Santer tendered the collective resignation of his
Commission on 16 March 1999. Romano Prodi became President of
the Commission for the period 1999-2004.
The Court of Justice
The Court of Justice of the European Communities, located in
Luxembourg, is made up of one judge from each EU country, assisted
by eight advocates-general. They are appointed by joint agreement of
the governments of the member states. Each is appointed for a term of
six years, after which they may be reappointed for one or two further
periods of three years. They can be relied on to show impartiality.
The Court’s job is to ensure that EU law is complied with, and that
the treaties are correctly interpreted and applied.
It can find any EU member state guilty of failing to fulfil its
obligations under the treaties. It can check whether EU laws have
been properly enacted and it can find the European Parliament, the
Council or the Commission guilty of failing to act as required.
The Court of Justice is also the only institution that can, at the
request of the national courts, give a ruling on the interpretation of the
treaties and on the validity and interpretation of EU law. So, when a
question of this sort is brought before a court in one of the member
states, that court may — and sometimes must — ask the Court of
Justice for its ruling.

552
 This system ensures that EU law is interpreted and applied in the
same way throughout the European Union.
The Treaties explicitly allow the Court to check whether EU
legislation respects the fundamental rights of EU citizens and to give
rulings on questions of personal freedom and security.

Vocabulary notes

to evolve, v розвиватися, еволюціонувати

to delegate, v
to derive, v
to preside over, v
to be on the agenda
to take decisions unanimously
~ by a majority
~ by a qualified majority
to launch a policy
transitional arrangements
to cast a vote
to be empowered
contentious issues
to elect by universal suffrage вибирати загальним голосуванням
draft directives
assent procedure
co-decision procedure
conciliatory committee
to be beyond one’s control
motion of censure
to be subject to approval
to put into effect
to comply with the law
to be answerable (to)
to tender a resignation
to show impartiality
to enact laws
to give a ruling
validity, n
to bring a question before a court передати питання до суду
передавати (повноваження, право)
походити, виводити з
головувати, бути головою
бути у порядку денному
приймати рішення одноголосно
~ більшістю голосів
~ кваліфікованою більшістю
запроваджувати політику
умови перехідного періоду, тим-
часові умови
віддати голос
мати повноваження
суперечні питання
проекти директив
процедура схвалення
процедура прийняття
погоджувальний комітет
бути за межами контролю
пропозиція про винесення вотуму
недовіри
підлягати схваленню
ввести у силу (про документи)
виконувати закони
бути підзвітним
подавати у відставку
виявляти об’єктивність
приймати закони
винести рішення (суду)
дійсність, юридична сила

553
 I. Underline all international words in the text. Give their
Ukrainian equivalents.

II. Read, translate and learn the meanings of the following words
and use them in the sentences of your own:

confederation — an organization or alliance consisting of smaller

groups or states, especially for political or business
purposes;
treaty — a written agreement between countries in which
they agree to do smth. or help each other;
sovereignty — complete political power that a country pos-
sesses to govern itself or another country or state;
legislation — 1) the laws that are passed by a government or
state concerning a particular situation or thing; 2)
the act or process of passing a law;
to launch — to start a large and important activity, for exam-
ple a political movement or a military attack;
appropriate — correct, suitable or acceptable;
be empowered — to have the legal authority or power to do smth.;
current — happening, being done or being used in the pre-
sent period of time;
directive — an instruction which is given to someone in
authority and that must be obeyed;
regulation — a written rule made by the government or an-
other authority which is intended to control the way
something is made or done, or the way people are
allowed to behave;
assent — formal agreement to smth. that has been pro-
posed;
draft — an early version of a letter, book or speech
which you are going to write containing only the
broad ideas and not the details;
charter — 1) a document which describes the rights of a
particular group of people or which demands rights
for them; 2) a formal document issued by the gov-
ernment or ruler of a country which allows an or-
ganization or institution to be founded and lists its
rights and functions; 3) a list of the aims and prin-
ciples of an organization;

554
 III. Find in the text the following words and word combinations,
translate the sentences in which they are used and make up sen-
tences with them:

A series; primary; secondary; along with; to uphold the interest;

in turn; to handle work; to share legislative power; public figures;
to hold plenary sessions; to give one’s assent to international
agreements; policymaking; debating chamber; to report to Parlia-
ment; to take the offending party to the Court of Justice; executive
arm; to be appointed for a term of six years; the Court of First In-
stance; to find somebody guilty of failing to fulfill its obligations
under the treaties.

IV. Find English equivalents of the words and word combina-

tions given below and make up sentences with them:

Виконувати роботу; походження; проводити регулярні зустрі-

чі; вирішувати важкі проблеми; враховувати; домогтися рівних
умов для; прийняти (не прийняти) бюджет; повністю скористати-
ся повноваженнями складати бюджет; рушійна сила; складати
Хартію про основні права; здійснювати контроль над; примусити
виконувати закони ЄС; виконувати рішення; піти у відставку; су-
ддя; втілювати політику.

V. Read the text about other bodies of the European Union.

Match the underlined words with their definitions given after the
text:

The Court of Auditors. The Court of Auditors, set up in 1977,

has one member from each EU country, appointed for a term of six
years by agreement between the member states, after consulting the
European Parliament. The Court of Auditors checks that all the
European Union’s revenue has been received and all its expenditure
incurred in a lawful and regular manner and that the EU budget has
been managed soundly.
The European Economic and Social Committee. When taking
decisions in policy areas covered by the EC and Euratom treaties,
the Council and Commission consult the European Economic and
Social Committee (EESC). Its members represent the various

555
interest groups that collectively make up ‘organised civil society’,
and are appointed by the Council for a four year term. The EESC
has to be consulted before decisions are taken in a great many
fields (employment, the European Social Fund, vocational
training, etc.).
The Committee of the Regions. The Committee of the regions
(CoR), set up under the Treaty on European Union, consists of
representatives of regional and local government, proposed by the
member states and appointed by the Council for a four-year term.
Under the Treaty, the Council and Commission must consult the CoR
on matters of relevance to the regions, and the Committee may also
adopt opinions on its own initiative.
The European Investment Bank. The European Investment Bank
(EIB), based in Luxembourg, finances projects to help the EU’s less
developed regions and to help make small businesses more
competitive.
The European Central Bank.. The European Central Bank
(ECB), based in Frankfurt, is responsible for managing the euro and
the EU’s monetary policy.
The European Convention. The institutions and other bodies
described above are the main cogs in the EU’s decision-making
machinery. But the system needs overhauling if the EU is to
continue working effectively. That is why the European Conven-
tion was set up by the European Council at Laeken in December
2001.
1) describing things that exist or occur within a country and in-
volving the relationship between the different groups of people
in it.
2) being able to compete with other people or firms.
3) an important act, action or statement, which is seen as an at-
tempt to solve a problem or to get something done.
4) a small part of a large organization or group.
5) a detailed record of all the money that a person or business re-
ceives or spends.
6) examining an idea or system again very carefully and making
changes to it in order to improve it.
7) to examine (the accounts) officially in order to make sure that
they have been done correctly.
8) describing the skills needed for a particular job or profession.
9) a large gathering of people who meet to discuss the business of
their organization or political group.

556
 VI. Match the words in column A with their synonyms in column
B and antonyms in column C:

A B C A B C
Word Synonym Antonym Word Synonym Antonym

entirely pure mixed fundamental international advanced

unique well-founded perfectly backward basic superficial
common social unparalleled glaring energetic unnoticeable
qualified single partially vigorous tranquil lethargic
roughly wholly individual cross-boarder conspicuous national
public typical analogous ordinary habitual peculiar
absolute insufficiently unqualified peaceful regressive agitated

VII. Learn the words given below and their synonyms, consult
dictionaries and try to explain the differences if any:

treaty — contract, bargain, pact, convention, cartel, con-

cordat;
impact — collision, clash, shock, concussion, hit, beating;
agenda — program, schedule, time-table, contents, plot,
point at issue;
area — region, zone, belt, locality, district, expanse,
stretch, extent, dimensions, volume;
environment — background, setting, milieu, mise-en-scène, cir-
cumstances, situation;
issue — point at issue, topic, subject of thought, subject,
subject matter, contents, theme, matter, affair, busi-
ness, problem;
draft — outline, diagram, sketch, trace, plot, blueprint;
ruling — judgment; conclusion, arbitration verdict, finding,
sentence;
viewpoint — point of view, standpoint, angle, slant, position,
stand, attitude.

557
 VIII. Fill in prepositions, where necessary:

WHAT DOES THE UNION DO?

The people who drafted the Treaty of Rome set the following task
… the European Economic Community: «… establishing a common
market and progressively approximating the economic policies …
Member States, to promote throughout the Community a harmonious
development … economic activities, a continuous and balanced
expansion, an increase … stability, an accelerated raising … the
standard of living and closer relations between the States belonging
… it».
These goals have been largely achieved, thanks … the free
movement … goods, people, services and capital and … the EU’s
policy … ensuring fair competition between businesses and protecting
consumer interests. The single market was completed … 1993 and the
euro came … circulation … 2002.
But, to enable all sectors … the economy and all regions of Europe
to benefit … these achievements, they had to be backed up …
‘structural’ policies financed and pursued with commitment and
determination … the EU itself.

IX. Fill in the articles where necessary:

THE SINGLE MARKET

Article 2 of … Treaty of Rome set … following aim for …

European Economic Community (EEC): «to promote throughout …
Community … harmonious development of economic activities, …
continuous and balanced expansion, … increase in stability, …
accelerated raising of the standard of living and closer relations
between … States belonging to it».
There were two complementary ways of achieving this. One was to
open up … borders, allowing people, goods and services to move
around freely within … EEC. … other was to organise solidarity
among … member states by setting up common policies and financial
instruments.
… single market was finally declared ‘complete’ on 1 January
1993 — and even then the project was not quite finished. Why did it
take more than 40 years to get this far? After all, customs duties and
558
tariffs were abolished within … EEC as long ago as July 1968 —
eighteen months ahead of schedule. So why … subsequent delays?
Because it is much easier to harmonise customs tariffs than to
harmonise taxation. Because … rules governing professions differ
from one country to another.

X. Complete the following sentences with the words and expres-

sions from the box, using them in the appropriate form:

THE STATE OF PLAY

A much better environment; the achievements; mutually recognized;

job qualifications; to be abolished; to be ironed out; hindering;
tougher rules; to harmonize; the equivalence; the Directive; com-
plete; to take steps; to be liberalized; disparities.

Overall, … so far have been very satisfactory:

• The national public contract markets have been opened up,
thanks to … requiring transparent procedures and proper checks for
public supply and works contracts;
• … between national tax systems … by certain common rules on
indirect taxation, value added tax (VAT) and excise duties;
• The money markets and financial services markets …;
• Steps have been taken … national laws on safety and pollution,
and more generally EU countries have agreed to recognise … of each
other’s laws and certification systems;
• Obstacles … the free movement of persons have been removed:
passport checks at most of the EU’s internal borders …, and
professional qualifications are … by the EU countries. For example, it
is now easier for lawyers to practice their profession throughout the
European Union, thanks to … adopted in November 1997;
• Company law has been harmonised in the EU, and the member
states have brought their national laws on intellectual and industrial
property rights (trade marks and patents) into line with one another.
This has created … for industrial cooperation.
However, freedom of movement is far from …. There are still
plenty of obstacles to hinder people from moving to another EU
country or doing certain types of work there. The Commission … to
improve worker mobility — to ensure, for example, that educational
diplomas and … obtained in one EU country are recognised in all the
others.
559
 XI. Make up questions to which the following statements will be
answers:

1. The idea of a united Europe was once just a dream in the minds
of philosophers and visionaries.
2. Victor Hugo, for example, imagined a peaceful «United States
of Europe» inspired by humanistic ideas.
3. The dream was shattered by two terrible wars that ravaged the
continent during the first half of the 20th century.
4. People who had resisted totalitarianism during the war were
determined to put an end to international hatred and rivalry in Europe
and to build a lasting peace between former enemies.
5. There would be a new order in Western Europe, based on the
interests of its peoples and nations shared together.
6. In a practical but also symbolic way, the raw materials of war
were being turned into instruments of reconciliation and peace.
7. Setting up a European Coal and Steel Community was the start
of more than half a century of peaceful cooperation between the
member states of the European Communities.
8. The EU worked hard to help unify Germany after the fall of the
Berlin wall in 1989.
9. Europe of the 21st century still has to deal with issues of safety
and security.

XII. Ask questions to elicit the information:

1. The European Union has been built to achieve political goals,

but its dynamism and success spring from its economic foundations
— «the single market» formed by all the EU member states, and the
single currency used by 12 of them.
2. The EU countries account for an ever smaller percentage of the
world’s population.
3. No individual EU country is strong enough to go it alone in
world trade.
4. To achieve economies of scale and to find new customers Euro-
pean businesses need to operate in a bigger market than just their
home country.
5. That is why the EU has worked hard to open up the single Euro-
pean market — removing the old obstacles to trade and cutting away
the red tape that entangles economic operators.
6. Europe-wide free competition must be counter-balanced by
Europe-wide solidarity, expressed in practical help for ordinary people.

560
 7. When European citizens become victims of floods and other
natural disasters, they receive assistance from the EU budget.
8. The «structural funds», managed by the European Commission,
encourage and back up the efforts of the EU’s national and regional
authorities.
9. Both the EU budget and money raised by the European Invest-
ment Bank are used to improve Europe’s transport structure.

XIII. Agree or disagree with the statements. Give your reasons.

The following phrases may be helpful:

As a matter of fact …; As I see I am of the same opinion …;

it …; Furthermore …;
Generally speaking …; I can’t
agree with you …; I don’t
think so …; I fully agree with
you …; I should say it’s only
partly true …;
In addition …; In my opinion
…; (Not) quite so …; On the
contrary …; Putting it mildly
…; Strictly speaking …; The
thing is that ….

1. Half a century of European integration has shown that the whole

is greater than a sum of its parts.
2. The EU as a unit has much more economic, social, technologi-
cal, commercial and political «clout» than the individual efforts of its
member states, even when taken together.
3. The EU is the world’s leading trading power and thus plays a
key role in international negotiations.
4. The EU takes a clear position on sensitive issues that concern
ordinary people — issues such as the environment, renewable en-
ergy resources, the precautionary principle in food safety, the ethi-
cal aspects of biotechnology and the need to protect endangered
species.
5. The EU wants to promote human values and social progress.
6. Europeans see globalization and technological change revolu-
tionizing the world and they want people everywhere to be masters —
not victims of this process of change.
7. Europeans cherish their rich heritage of values that includes a
belief in human rights, social solidarity, free enterprise, a fair sharing
of fruits of economic growth, the right to a protected environment, re-
spect for cultural, linguistic and religious diversity and a harmonious
yoking of tradition and progress.

561
 8. Europeans have a wealth of national and local cultures that dis-
tinguish them from one another.
9. The Treaty of Maastricht enshrined, for the first time, the «prin-
ciple of subsidiarity», which means that the EU and its institutions act
only if action is more effective at EU level than at national or local
level.

XIV. Answer the questions. Begin your answers with:

Actually …; As a rule …; As far as I am concerned …; As far as I

know …; As far as I remember …; As things are …; Frankly/strictly
speaking …; I am inclined to think …; I suppose/believe …; In any
case …; That depends (on) …; The matter is that …; To make a
long story short …; To tell the truth … .

1. What is unique in the system and structure of the European Union?

2. What documents constitute the legislation of the European Union?
3. What are the main functions of the Council of the European
Union?
4. Who does the Council include?
5. How are the decisions of the Council taken?
6. What kind of body is the European Council?
7. What powers does the Parliament have?
8. Which of the EU bodies is the key institution and why?
9. Who is the Commission answerable to?
10. What kind of rulings can the Court of Justice give?
11. How are the Judges appointed?

XV. Translate into English:

ЕКОНОМІЧНИЙ І ВАЛЮТНИЙ СОЮЗ

З січня 2002 року більш ніж 300 мільйонів європейських гро-

мадян користуються євро у своєму повсякденному житті. Знадо-
билося всього 10 років на те, щоб пройти етап з Маастрихтської
угоди (лютий 1992 р.), що містила принцип єдиної європейської
валюти, до моменту, коли банкноти євро та монети почали обіг у
12 країнах Євросоюзу. Це незвичайно короткий термін для про-
ведення такого унікального в світовій історії процесу.
562
 Євро замінив валюти, які протягом багатьох століть були симво-
лами і інструментами національного суверенітету для європейських
країн. Таким чином, введення нової валюти було важливим кроком
до більш близького економічного союзу. Маючи євро у кишені, лю-
ди можуть подорожувати і купувати майже у всьому Союзі, не об-
мінюючи гроші. Це дає громадянам Євросоюзу більш яскраве від-
чуття того, що вони всі є часткою єдиної організації.
Необхідність створення зони валютної стабільності все більш
відчувалася в Європі, коли наближалось завершення процесу
створення єдиного ринку. Єдиний Європейський Акт, підписаний
в 1986 році, логічно вів до зближення між європейськими еконо-
міками і необхідності обмежити коливання валютних курсів їх
валют. Як міг би розвиватися єдиний ринок, що базується на ві-
льному пересуванні людей, товарів і капіталу, якщо б валюти, що
функціонують на цьому ринку могли бути девальвовані? Деваль-
вація однієї валюти надала б одній країні несправедливу перевагу
у конкурентній боротьбі.
В червні 1989 р., на Мадридському засіданні Європейської Ра-
ди було розроблено план і графік здійснення економічного і ва-
лютного союзу (ЄВС). Пізніше цей план став частиною угоди ,
підписаної у Маастрихті в лютому 1992 р. Угода сформулювала
систему критеріїв для країн, що хотіли б вступити в ЄВС. Ці кри-
терії пов’язані з економічною та фінансовою дисципліною, об-
меженням інфляції, зниженням відсоткових ставок, зменшенням
дефіциту бюджету до максимальної суми 3% від ВВП, обмежен-
ням державних запозичень до максимальної цифри 60% від ВВП
і стабілізацією курсу національної валюти.
XVI. 1) Read, translate and learn the following dialogue, drama-
tize it in class:
Peter: I hear, that not all the EU countries are members of the
European Monetary Union. Is that true?
Nick: You are absolutely right. The newly admitted 10 members
are not the members of the EMU yet because they don’t
satisfy all the criteria for joining it.
Peter: Oh, I see. Does it mean that all the previous 15 members
are within the euro zone?
Nick: I must admit the situation is a little bit different. In proto-
cols annexed to the Treaty, Denmark and the United King-
dom reserved the right not to move to the third stage of
EMU (i.e. adoption of the euro) even of they met the crite-
ria. That was called «opting out».

563
Peter: Haven’t they changed their minds yet, now, after so many
events have happened?
Nick: No, Great Britain hasn’t adopted the euro though there are
some debates over this problem in the country. Following a
referendum, Denmark announced that it did not intend to
adopt the euro. Sweden too expressed reservations.
Peter: Is there any special body responsible for regulating the sin-
gle currency?
Nick: There should be some way of ensuring the stability of the
single currency because inflation makes the economy less
competitive, undermines people’s confidence and reduces
their purchasing power. So an independent European Cen-
tral Bank (ECB) was set up, based in Frankfurt, and given
the task of setting interest rates to maintain the value of the
euro.
Peter: I think the single currency system has proved successful.
The value of the euro has not only been maintained but it
has considerably increased compared to other currencies,
the dollar in particular.
Nick: Yes, it is amazing to see what stability the euro area has
enjoyed in spite of the turbulent world situation. This is the
kind of stability and predictability that investors and con-
sumers need.

2) Complete the open dialogue:

Helen: ………………….
Ann: Steps are being taken to create a genuine single market for
gas and electricity, but the whole subject of energy sales is a
delicate one. The market must ensure that all consumers
have access to dependable supplies of energy at affordable
prices.
Helen: ………………….
Ann: Furthermore, the EU countries depend on one another for
energy supplies and are jointly committed to cutting their
greenhouse gas emissions to combat climate change. One of
the EU’s objectives is to develop new and renewable energy
resources (including bio-fuels) so that by 2010, the contri-
bution made by these «clean resources» of the EU’s overall
energy supplies will have doubled — from 6% to 12%.
Helen: ………………….
564
Ann: One major way to save energy in the EU — and to improve
the environment — is through transport policy. At present,
some 50% of all goods transported in Europe, and 80% of
all passengers, go by road.
Helen: ………………….
Ann: Not only does this consume a lot of energy, it also causes
congestion and harms the environment. To help deal with
the problem, the EU aims to take as much freight as possible
off the roads and put it onto the railways and inland water-
ways.

XVII. Role-play.

The lecturer asks his students about the European Union.

The subject matter for discussion is:

1. The main bodies of the European Union.
2. The importance of introducing the euro.
3. The main achievements of the European Union.
4. The essence of the single market.
5. Some directions of the EU’s policies: transport, energy, provi-
sion of «services of general interest».

565
 Навчальне видання

ШЕВЧЕНКО Ольга Леонідівна,

ЧЕБОТАРЬОВА Людмила Іванівна,
ЧУРКІНА Олена Василівна та ін.

АНГЛІЙСЬКА МОВА
ДЛЯ ЕКОНОМІСТІВ:
РОЗМОВНІ ТЕМИ

Навчальний посібник

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Художник обкладинки Т. Зябліцева
Технічний редактор Т. Піхота
Верстка О. Михолат

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