Ролевые и деловые игры, экспрессивные ситуации на английском языке для экономистов

ФЕДЕРАЛЬНОЕ АГЕНТСТВО ПО ОБРАЗОВАНИЮ  
 
РОСТОВСКИЙ ГОСУДАРСТВЕННЫЙ ЭКОНОМИЧЕСКИЙ УНИВЕРСИТЕТ 
«РИНХ» 
 
 
 
 
 
 
 
ГЛУХОВА Э.Р., ДОМНИЦКАЯ Т.Р. 
 
 
 
РОЛЕВЫЕ И ДЕЛОВЫЕ ИГРЫ, 
ЭКСПРЕССИВНЫЕ СИТУАЦИИ 
НА АНГЛИЙСКОМ ЯЗЫКЕ 
ДЛЯ ЭКОНОМИСТОВ 
 
 
Учебное пособие 
 
 
 
 
 
 
 
 
 
Ростов-на-Дону 
2008 

УДК 811.111 (075) 
Г 55 
 
Глухова, Э.Р. Ролевые и деловые игры, экспрессивные ситуации 
Г 55 
на английском языке для экономистов : учеб. пособие / 
Э.Р. Глухова, Т.Р. Домницкая ; Рост. гос. эконом. ун-т «РИНХ». – 
Ростов н/Д, 2008. – 60 с.  
 
 
ISBN 978-5-7972-1294-2 
 
 
Цель пособия – развитие коммуникативно-мыслительной деятельности, формирование навыков профессионально-ориентированного говорения посредством погружения в профессиональную среду с помощью ролевых и деловых игр, экспрессивных ситуаций.  
Пособие состоит из предисловия, четырех глав, глоссария, приложения и отражает 
тематику основных разделов экономики: экономика производства, менеджмент, маркетинг, 
финансы и кредит. 
Организация и проведение ролевых игр, экспрессивных ситуаций основывается на 
принципах современной методики преподавания иностранного языка, в том числе и английского. Задания носят продуктивный, творческий и конструктивный характер, создают благоприятную атмосферу для общения, дискуссий и преодоления проблемных ситуаций в рамках 
профессии. 
Для студентов экономических вузов и факультетов. 
УДК 811.111 (075) 
 
 
 
Рецензенты: 
кандидат филологических наук, доцент Карпова Е.М. 
кандидат психологических наук, доцент Евдокимова Н.В. 
 
 
Утверждено в качестве учебного пособия редакционно-издательским советом РГЭУ «РИНХ». 
 
 
 
 
 
 
 
 
ISBN 978-5-7972-1294-2 
© Ростовский государственный  
экономический университет «РИНХ», 2008 
© Глухова Э.Р., Домницкая Т.Р., 2008 
 
2

CONTENT 
 
 
PREFACE ...................................................................................................................5 
 
CHAPTER I 
BUSINESS AND BANKS 
Lesson 1. Business.............................................................................................7 
Lesson 2. Banks...............................................................................................14 
 
CHAPTER II 
BARGAINS, TRADES AND WAGES 
Lesson 1. Bargains..........................................................................................18 
Lesson 2. Trades .............................................................................................21 
Lesson 3. Wages..............................................................................................25 
 
CHAPTER III 
MONEY, MARKETS AND INCOMES 
Lesson 1. Money .............................................................................................28 
Lesson 2. Markets...........................................................................................32 
Lesson 3. Incomes...........................................................................................35 
 
CHAPTER IV 
WORK AND ECONOMIC STABILITY 
Lesson 1. Work ...............................................................................................45 
Lesson 2. Economic stability .........................................................................49 
 
 
GLOSSARY..............................................................................................................51 
  
 
APPENDIX ...............................................................................................................55 
 
3

ВВЕДЕНИЕ 
 
Учебное пособие «Ролевые и деловые игры, экспрессивные ситуации на английском языке для экономистов» направлено на развитие навыков устной речи, профессиональных качеств и способностей 
студентов II курса специальностей «Экономика производства», «Менеджмент», «Маркетинг», «Финансы и кредит». 
Цель данной работы заключается в том, чтобы посредством игр, 
ситуаций осуществлять вхождение в роль и, тем самым, совершенствовать как знание иностранного языка, так и основные аспекты профессиональной деятельности. Задания стимулируют активную работу 
студентов по совершенствованию навыков говорения и расширения 
лексического запаса. 
 
4

PREFACE 
 
A role-playing game (RPG) is a game in which the participants assume the 
roles of fictional characters. Participants determine the actions of their characters 
based on their characterization, and the actions succeed or fail according to a formal 
system of rules and guidelines. Within the rules, players have the freedom to improvise; their choices shape the direction and outcome of the game. 
 
Most role-playing games are conducted like radio drama: only the spoken 
component is acted. One player, the game master (GM), creates a setting in which the 
other players play the role of a single character. The GM describes the game world 
and its inhabitants; the other players describe the intended actions of their characters, 
and the GM describes the outcomes. Some outcomes are determined by the game system, and some are chosen by the GM. There is a variety of role-playing game in 
which players do perform their characters' physical actions, known as live action roleplaying games (LARP). 
 
Role playing games are fundamentally different from most other types of 
games in that they stress social interaction and collaboration, whereas board games, 
card games, and sports emphasize competition. 
 
Role-playing games are a form of interactive and collaborative storytelling. 
Like novels or films, role-playing games appeal because they engage the imagination. 
Interactivity is the crucial difference between role-playing games and traditional fiction. Whereas a viewer of a television show is a passive observer, a player at a roleplaying game makes choices that affect the story. Such role-playing games extend an 
older tradition of storytelling games where a small group of friends collaborate to 
create a story. 
 
While simple forms of role-playing exist in traditional children's games such as 
«cops and robbers», «cowboys and Indians» and «playing house», role-playing 
games add a level of sophistication and persistence to this basic idea with the addition 
of numeric rule sets and the participation of a referee. Participants in a role-playing 
game will generate specific characters and an ongoing plot. A consistent system of 
rules and a more or less realistic campaign setting in games aids suspension of disbelief. The level of realism in games ranges from just enough internal consistency to set 
up a believable story or credible challenge up to full-blown simulations of real-world 
processes. 
 
In traditional role-playing games, participants usually sit around a table and 
conduct the game as a small social gathering. One participant, the «gamemaster» 
(GM), describes the setting and the actions of the inhabitants, while the others describe their characters' actions and responses. Players usually keep track of the details 
of their character(s) on paper character-sheets. The game system typically requires 
players to roll dice or employ some sort of randomizer to determine the outcome of 
some of their actions, most typically in combat or other stressful situations. These are 
also known as tabletop or paper and pencil role-playing games, to distinguish them 
from LARPs or computer role-playing games. Games which emphasize plot, character and interaction over game mechanics and combat sometimes prefer the name «sto 
5

rytelling game». These types of games tend to minimize or altogether eliminate the 
use of dice or other randomizing elements. 
RPGs often require the tutor to relinquish some control over the process and outcomes of learning. As well as encouraging students to reflect upon their theoretical 
understanding of economic concepts and arguments, RPG is an excellent approach by 
which to develop in students a greater appreciation of role and responsibility. As a 
teaching method, RPG can encourage students to empathize with the position and 
feelings of others and to look beyond their immediate assumptions and expectations.  
Many studies have claimed that RPGs, especially when group based, have contributed to a positive change in classroom dynamics. It has been suggested that they 
help break down barriers and stimulates a greater level of long-term interactivity between students. Problems, however, might arise if students fail to take the RPG seriously, seeing it merely as a break from ‘real’ teaching.  
Supporters of RPG claim that such an approach to teaching and learning can give life 
and relevance to academically descriptive material. Remote theoretical concepts can 
be given life by placing them in a situation with which students are familiar. For example, understanding the workings of the market might be far more effectively relayed to students through a simple game rather than a theoretical discussion of the 
principles of demand and supply.  
As well as knowledge and roles, RPG can contribute positively to the development of key transferable skills, particularly in terms of communication and social 
skills. Depending upon the organization of the activity, it may be possible to develop 
skills in recognizing and presenting arguments, presenting to an audience and working collaboratively in a group. The literature on RPG suggests that the typical use of 
RPG involves group work, and as such draws upon its relative strengths and weaknesses. Most RPGs require students to solve problems through analysis, synthesis and 
evaluation: all high level skills. 
The final issue to raise in this section concerns the development and running of 
RPG. Preparing, running and debriefing GRP often requires more time and effort 
from the tutor than a traditional approach to teaching. The issue that requires resolving is whether RPGs improve learning sufficiently or not. Evidence suggests that 
where evaluations have been considered in this respect, the gains from using RPG 
have been found to justify the fact that such teaching methods are productive. 
 
6