Расположите части делового письма в правильном порядке.
The teacher’s kind words ________ children to work more and better.
| encouraged | ||
| researched | |||
| obeyed | |||
| instructed |
The company made a public _______ that the prices would decrease.
| announcement | ||
| advertisement | |||
| appointment | |||
| broadcast |
The ______ of the loan is spread over 25 years.
|
| repayment | ||
| income | |||
| contract | |||
| increase |
The difference between the buying and selling price of goods is …
|
| a profit margin | ||
| cost | |||
| a balance | |||
| equilibrium |
How many means of __________ do you use on a regular basis?
|
| сommunication | ||
| сommunicator | |||
| сommunicable | |||
| сommunicate |
Do you want to spread _______ honey on your slice of bread?
|
| a little | ||
| little | |||
| few | |||
| a few |
The letter must be as _______ as possible.
|
| short | ||
| the shortest | |||
| shorter | |||
| shortly |
The money _______ to him.
|
| belongs | ||
| belong | |||
| do not belong | |||
| is not belonging |
You can easily find that place. There’s ________ in the middle of the square.
|
| a monument | ||
| an monument | |||
| the monument | |||
| monument |
They should arrive ________ the airport in about an hour.
|
| at | ||
| in | |||
| to | |||
| out of |
|
|
|
She wouldn’t forgive him ________ all his apologies.
|
| despite | ||
| after | |||
| in case | |||
| for |
I haven’t been able to see Mr Brown because when I eventually found his office he _______ to lunch with some foreign visitors.
|
| had gone | ||
| went | |||
| has gone | |||
| was going |
Wages _______ to workmen by the day or week.
|
| are paid | ||
| is paid | |||
| pay | |||
| pays |
He is clever enough _______ the crossword.
|
| to do | ||
| to have done | |||
| doing | |||
| do |
He turned _____at the very end of the party when nobody expected him to appear.
|
| up | ||
| round | |||
| on | |||
| back |
Aren’t you afraid we have too little petrol? – So what? It’s so close from here that we ________ use the car.
|
| needn’t | ||
| mustn’t | |||
| can’t | |||
| shouldn’t |
Выберите реплику, наиболее соответствующую ситуации общения.
A: «Can I give you a lift?»
B: «_______________».
|
| Yes, please. | ||
| Yes, you can. | |||
| Yes, of course. | |||
| Sure. |
Выберите реплику, наиболее соответствующую ситуации общения.
A: «Excuse me. Can I see John Marshall?»
B: «_____________».
|
| I’m afraid, Mr. Marshall is out. | ||
| We don’t have such people. | |||
| Who’s asking? | |||
| What? |
|
|
|
Выберите реплику, наиболее соответствующую ситуации общения.
Teacher 1: «_______________».
Teacher 2: «I’ll think it over».
|
| I think you should reconsider your position. | ||
| I do ask you to reconsider your point of view. | |||
| I strongly advise you to change your mind. | |||
| Will you change your opinion? |
Выберите реплику, наиболее соответствующую ситуации общения.
Hostess: «Your bag is 3 kilos overweight. You have to pay excess luggage charge».
Passenger: «_______________».
|
| Oh? It’s only three kilos. All right then. | ||
| What? It’s only three kilos! | |||
| You have no right to charge me! | |||
| No, I can’t lift this bag. |
The part of the UK which had been an independent state and was joined to Britain in 1707, after a long struggle for its independence is …
|
| Scotland | ||
| Northern Ireland | |||
| Wales | |||
| England |
The highest peak of the USA, Mount McKinley, is located in …
|
| Alaska | ||
| Nevada | |||
| Texas | |||
| Montana |
Canada is one of the world’s leading ________ producers and exporters.
|
| wheat | ||
| textiles | |||
| cotton | |||
| wool |
The present Prime Minister of the UK is …
|
| David Cameron | ||
| Anthony Blair | |||
| Nicholas Clegg | |||
| Gordon Brown |
|
|
|
Прочитайте текст и выполните задания.
Neoclassical Economics
1. The most remarkable feature of neoclassical economics is that it reduces many broad categories of market phenomena to considerations of individual choice and, in this way, suggests that the science of economics can be firmly grounded on the basic individual act of subjectively choosing among alternatives.
2. Neoclassical economics began with the so-called marginalist revolution in value theory that emerged toward the end of the nineteenth century. Strictly speaking, neoclassical economics is not a school of thought (in the sense of a well-defined group of economists following a single great master) but more a loose amalgam of subschools of thought, each revolving around such acknowledged masters as Alfred Marshall in England, Leon Walras in France, and Carl Menger in Austria.
3. In England there was established the Cambridge school – a variant of neoclassical economics that stressed continuity with the past achievements of the classical school. In France, the general equilibrium school was founded in 1874. This subschool investigated the mathematical conditions under which all markets could be in equilibrium simultaneously. The Austrian subschool focused on the essential problems of economic organization.
4. What these subschools have in common is the importance they attach to explaining the coordinating features of market processes in terms of plans and subjective evaluations carried out by individuals in the market subject to the constraints of technological knowledge, social custom and practice, and scarcity of resources.
Определите, какое утверждение соответствует содержанию текста.
|
| Neoclassical economists simplified many broad categories of market phenomena. | ||
| Neoclassical economics is considered to be a school of thought. | |||
| Neoclassical economics began when economists from Austria, France and England met. | |||
| Neoclassical economics subschools have the same leader. |
|
|
|
Прочитайте текст и выполните задания.
Neoclassical Economics
1. The most remarkable feature of neoclassical economics is that it reduces many broad categories of market phenomena to considerations of individual choice and, in this way, suggests that the science of economics can be firmly grounded on the basic individual act of subjectively choosing among alternatives.
2. Neoclassical economics began with the so-called marginalist revolution in value theory that emerged toward the end of the nineteenth century. Strictly speaking, neoclassical economics is not a school of thought (in the sense of a well-defined group of economists following a single great master) but more a loose amalgam of subschools of thought, each revolving around such acknowledged masters as Alfred Marshall in England, Leon Walras in France, and Carl Menger in Austria.
3. In England there was established the Cambridge school – a variant of neoclassical economics that stressed continuity with the past achievements of the classical school. In France, the general equilibrium school was founded in 1874. This subschool investigated the mathematical conditions under which all markets could be in equilibrium simultaneously. The Austrian subschool focused on the essential problems of economic organization.
4. What these subschools have in common is the importance they attach to explaining the coordinating features of market processes in terms of plans and subjective evaluations carried out by individuals in the market subject to the constraints of technological knowledge, social custom and practice, and scarcity of resources.
Завершите утверждение согласно содержанию текста.
All the subschools of Neoclassical economics paid great attention to the analysis of …
|
| coordinating features of market processes in terms of plans and subjective evaluations | ||
| continuity with the past achievements of the classical school | |||
| the mathematical conditions under which all markets could be in equilibrium | |||
| the importance of economizing action in shaping economic institutions in the market |
Прочитайте текст и выполните задания.
Neoclassical Economics
1. The most remarkable feature of neoclassical economics is that it reduces many broad categories of market phenomena to considerations of individual choice and, in this way, suggests that the science of economics can be firmly grounded on the basic individual act of subjectively choosing among alternatives.
2. Neoclassical economics began with the so-called marginalist revolution in value theory that emerged toward the end of the nineteenth century. Strictly speaking, neoclassical economics is not a school of thought (in the sense of a well-defined group of economists following a single great master) but more a loose amalgam of subschools of thought, each revolving around such acknowledged masters as Alfred Marshall in England, Leon Walras in France, and Carl Menger in Austria.
3. In England there was established the Cambridge school – a variant of neoclassical economics that stressed continuity with the past achievements of the classical school. In France, the general equilibrium school was founded in 1874. This subschool investigated the mathematical conditions under which all markets could be in equilibrium simultaneously. The Austrian subschool focused on the essential problems of economic organization.
4. What these subschools have in common is the importance they attach to explaining the coordinating features of market processes in terms of plans and subjective evaluations carried out by individuals in the market subject to the constraints of technological knowledge, social custom and practice, and scarcity of resources.
Ответьте на вопрос:
What caused the beginning of neoclassical economics?
|
| Marginalist revolution did. | ||
| Classical economics did. | |||
| The school of thought did. | |||
| The general equilibrium school did. |
Прочитайте текст и выполните задания.
Neoclassical Economics
1. The most remarkable feature of neoclassical economics is that it reduces many broad categories of market phenomena to considerations of individual choice and, in this way, suggests that the science of economics can be firmly grounded on the basic individual act of subjectively choosing among alternatives.
2. Neoclassical economics began with the so-called marginalist revolution in value theory that emerged toward the end of the nineteenth century. Strictly speaking, neoclassical economics is not a school of thought (in the sense of a well-defined group of economists following a single great master) but more a loose amalgam of subschools of thought, each revolving around such acknowledged masters as Alfred Marshall in England, Leon Walras in France, and Carl Menger in Austria.
3. In England there was established the Cambridge school – a variant of neoclassical economics that stressed continuity with the past achievements of the classical school. In France, the general equilibrium school was founded in 1874. This subschool investigated the mathematical conditions under which all markets could be in equilibrium simultaneously. The Austrian subschool focused on the essential problems of economic organization.
4. What these subschools have in common is the importance they attach to explaining the coordinating features of market processes in terms of plans and subjective evaluations carried out by individuals in the market subject to the constraints of technological knowledge, social custom and practice, and scarcity of resources.
Определите основную идею текста.
|
| Various subschools of neoclassical economics are amalgamated by the ideas of marginalist revolution, individual choice and subjective evaluations, and coordinating features of market processes. | ||
| Neoclassical economics is a loose amalgam of subschools of thought, each revolving around such acknowledged masters as Alfred Marshall in England, Leon Walras in France, and Carl Menger in Austria. | |||
| Neoclassical economics reduced many broad categories of market phenomena to considerations of individual choice and suggested that the science of economics could be firmly grounded on the basic individual act. | |||
| The Cambridge school organized by Alfred Marshall isa variant of neoclassical economics that stressed continuity with the past achievements of the classical school. |
Расположите части делового письма в правильном порядке.
| 1 | Blanc Apt. 406 Geneva, Switzerland | ||
| 2 | 10 September 2008 | ||
| 3 | Registrar’s Office State University Littleton, SD 55555 | ||
| 4 | Dear Registrar: | ||
| 5 | I am a student of microbiology in Geneva, Switzerland. I would like to apply for entrance to your university. Would you please send me an application form and information on your university. | ||
| 6 | Yours truly, | ||
| 7 | Renee Martin |
Перед Вами конверт.
Соотнесите информацию под определенным номером на конверте с тем, что она обозначает.
| 1 | the sender | ||
| 2 | the town the letter comes from | ||
| 3 | the country the letter comes from | ||
| 4 | the addressee | ||
| 5 | the addressee’s house number | ||
| 6 | the ZIP Code in the mailing address |
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