Автор работы: Пользователь скрыл имя, 06 Ноября 2012 в 18:45, контрольная работа
To understand how a microprocessor works, it is helpful to look inside and learn about the logic used to create one. In the process you can also learn about assembly language -- the native language of a microprocessor -- and many of the things that engineers can do to boost the speed of a processor.
ФЕДЕРАЛЬНОЕ АГЕНТСТВО ПО ОБРАЗОВАНИЮ РФ
ГОСУДАРСТВЕННОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ
ВЫСШЕГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ
«УФИМСКИЙ ГОСУДАРСТВЕННЫЙ АВИАЦИОННЫЙ
ТЕХНИЧЕСКИЙ УНИВЕРСИТЕТ»
Кафедра языковой коммуникации
и психолингвистики ОНФ
Контрольная работа
по курсу «Иностранный язык»
|
Выполнил: студент _________ курса ________ группы _______факультета заочной формы обучения ______________________________ «_____» _______________2009 г. (дата сдачи контрольной |
Проверил: ______________________________ ______________________________ «____» _________________ 2009 г. оценка: ________________ |
Уфа – 2009
КОНТРОЛЬНАЯ РАБОТА ДЛЯ ЗАОЧНОГО ОТДЕЛЕНИЯ ФИРТ № 2
1. Teddy’s words made me (feel) uncomfortable.
A to feel
B feeling
C feel
2. You look tired. If I (be) you, I (take) a holiday.
A be D will take
B were E would take
C have been F take
3. All parts of London seem … to different towns and epochs.
A to belong
B belonging
C belong
4. We had a wonderful holiday in France. I wish we (go) there again next summer.
A will go
B would go
C went
5. I like to watch the planes …
A take off
B to take off
C to be taking off
6. I watched my cat (play) with her kittens. I couldn’t tear myself away from that funny sight.
B playing
7. Our English teacher told us (not/feel) shy and speak English as much as possible.
B not feel
C felt
8. Plants die if you (not/water) them.
A won’t water
B don’t water
C wouldn’t water
9. You look tired. If I (be) you, I (take) a holiday.
A be D will take
B were E would take
C have been F take
10. If Benjamin Franklin (not/work) so hard, he (not/become) the symbol of America.
A didn’t work
B wouldn’t have worked E hadn’t become
C hadn’t worked
11. Would it be all right if I (come) round at about six?
A come
B came
C will come
12. If pigs (have) wings, they (fly).
A had
B have
C would have F would fly
13. Is there anything in that new magazine worth … ?
A to read
B reading
C read
14. Although I was in a hurry, I stopped … to him.
A to talk
B talking
C talk
15. Would you mind … the front door?
A to close
C close
16. We wish our exams (be) over.
A were
B are
17. We had a wonderful holiday in France. I wish we (go) there again next summer.
A will go
B would go
C went
18. I wish I (not/spend) so much money. Now I have to borrow some from my parents.
A hadn’t spent
B didn’t spend
C haven’t spent
19. I’m hungry. I wish it (be) time for lunch.
A is
B are
C were
20. He seemed (know) all about influenza and said … was nothing (worry) about.
A to know, it, worry
B to be knowing, there, worrying
C to know, there, to worry
21. She put down her book (see) me (come in); and (welcome) me … she took her workbasket and sat into one of her old-fashioned armchair.
A on seeing, come in, having welcomed, as usual
B having seen, to come in, welcoming, usually
C after seeing, having come in, to welcome, in a usual way
22. I don’t object (live) there, But I don’t want (live) alone.
A to your living, you living
B to your living, you to live
C your living, you to live
23. I remember (descend) that hill in twilight. An age seemed (elapse) since the day that brought me first to London.
A descending, to have elapsed
B to have descended, to have elapsed
C to descend, to elapse
24. He stood invisible at the top of the stairs (watch) Irene (sort) the letters (bring) by the … post.
A to watch, to sort, bringing, latest
B watching, sorting, brought, last
C having watched, sorting, having brought, latest
25. On his way home Andrew could not help (reflect) what … charming fellow Ivory had turned out (be).
A to reflect, a, to be
B reflecting, the, be
C reflecting, a, to be
26. I wouldn’t like (drive) fast because I’m afraid (crash).
A drive fast, crashing
B to drive fast, of crashing
C to be driven faster, to be crashed
27. … paper is said (invent) by … Chinese.
A __, to have been invented, the
B the, to have invented, __
C the, to be invented, the
28. There is no point (speak) to him. He is … last man in the world (trouble) by any such circumstances.
A to speak, the, to trouble
B speaking, a, be troubled
C in speaking, the, to be troubled
29. He felt they (hide) something from him and demanded (tell) the truth. He wasn’t worth (tell) a lie.
A hide, telling, telling
B to hide, to tell, telling
C were hiding, being told, telling
30. (say) a few words about the author himself, the lecturer went on (speak).
A after saying, to speak
B having said, speaking
C saying, to speak
31. She was looking forward to (give) the leading part (play) that she was greatly (disappoint) at not even (offer) it.
A to be given, to play, disappointed, to be offered
B giving, playing, disappointing, being offered
C being given, to play, disappointed, being offered
32. Did you remember (post) the parcel I gave you? – Yes, I remember (post) it a week ago.
A to post, posting
B to post, to post
33. You … go and check everything by yourself unless you … it.
A would better, want him to do
B had rather, don’t want his doing
Had better, want him to do
34. The accused men … anywhere near the bank during the robbery. It’s no use (investigate) the case without direct evidence.
A deny being, to investigate
B deny being, investigating
C denies to be, to investigate
35. You … your children (go) their own way in the end.
A are to let, to go
B have letting, going
C have to let, go
36. I suggest our (start) as soon as possible. I … before the sunset.
A starting, would rather come
B starting, had rather come
C to start, would rather to come
37. I am afraid (speak) to him. What if he really has the power to stop …, and means (turn) them against me?
A to speak, me go, to turn
B of speaking to him, my going, to turn
C speaking, me going, to turn
38. If you (take) the medicine the doctor prescribed you, you (feel) much better now.
A had taken, would feel
B took, would feel
C would take, would feel yourself
39. If you (read) the article I recommended you, you (know) how (answer) such questions.
A had read, had known, to answer
B read, would know, answer
C had read, would know, to answer
40. I must be off now. If it (be) not so late, I (stay) a little longer.
A were, would stay
B were, would stay
C had been, would have stayed
41. If you don’t want to be late for the plane, you … better (go) and (pack) your things right now.
A had, go, pack
B would, go, pack
C would, had gone, had packed
42. It will be so kind of you if you can get this banknote (cash) for me.
A cashed
B cashing
C had cashed
43. I (see) him for a year and more, but he looked up at me as if I (be) yesterday.
A have not seen, was
B did not see, were
C had not seen, had been
44. I look forward to (have) a rest. I (feel) as if my head (were) splitting.
A having, feel, were
C have, am feeling, is
45. I remember it so clearly as if it (happen) only yesterday.
A happened
B had happened
C would have happened
46. We didn’t want his speech to be interrupted.
A Мы не хотели прерывать его речь.
B Мы не хотели, чтобы он прерывал нас своей речью.
C Он не хотел прерывать нас своей речью.
47. He is likely to come on Sunday.
A Он любит приходить в воскресенью.
B Он обычно приходит в воскресенье.
C Вероятно, он придет в воскресенье.
48. He used to be good at mathematics.
A Он хорошо знает математику.
B Когда-то он хорошо знал математику.
C Он хорошо использовал знание математики.
49. She had a good practical knowledge of French having worked as an interpreter for many years in France.
A Она хорошо преподавала французский после того, как много лет проработала переводчиком во Франции.
B Она много лет учила французский для того, чтобы работать переводчиком во Франции.
C Она приобрела хорошие практические знания французского, когда много лет работала переводчиком во Франции.
50. John is said to have written a new book.
A Говорят, что Джон написал новую книгу.
B Джон сказал, что написал новую книгу.
C Джона попросили написать новую книгу.
In the 1500s there were few universities. Those that existed taught religion, Latin, Greek, philosophy, history, and mathematics. No economics. Then came the Enlightenment (about 1700) in which reasoning replaced God as the explanation of why things were the way they were. Pre-Enlightenment thinkers would answer the question, "Why am I poor?" with, "Because God wills it." Enlightenment scholars looked for a different explanation. "Because of the nature of land ownership" is one answer they found.
Such reasoned explanations required more knowledge of the way things were, and the amount of information expanded so rapidly that it had to be divided or categorized for an individual to have hope of knowing a subject. Soon philosophy was subdivided into science and philosophy. In the 1700s, the sciences were split into natural sciences and social sciences. The amount of knowledge kept increasing, and in the late 1800s and early 1900s social science itself split into subdivisions: economics, political science, history, geography, sociology, anthropology, and psychology.
Many of the insights about how the economic system worked were codified in Adam Smith's The Wealth of Nations, written in 1776. Notice that this is before economics as a subdiscipline developed, and Adam Smith could also be classified as an anthropologist, a sociologist, a political scientist, and a social philosopher.
Throughout the 18th and 19th centuries economists such as Adam Smith, Thomas Malthus, John Stuart Mill, David Ricardo, and Karl Marx were more than economists; they were social philosophers who covered all aspects of social science. These writers were subsequently called Classical economists. Alfred Marshall continued in that classical tradition, and his book, Principles of Economics, published in the late 1800s, was written with the other social sciences in evidence. But Marshall also changed the question economists ask;; he focused on the questions that could be asked in a graphical supply-demand framework. In doing so he began what is called neo-classical economics.
For a while economics got lost in itself, and economists learned little itself. Marshall's analysis was put aside, and the work of more formal economists of the 1800s (such as Leon Walras, Francis Edgeworth, and Antoine Cournot) was seen as the basis of the science of economics. Economic analysis that focuses only on formal interrelationships is called Walrasian economics.
There is almost universal agreement that economies are becoming more complex every year and that an understanding of how an economy works is more important than ever before. For someone who is just beginning to study economics, the task indeed appears to be a difficult one. Economics is the study of the way in which mankind organizes itself to solve the basic problem of scarcity. All societies have more wants than resources, so that a system must be devised to allocate these resources between competing ends. In a very real sense, the complexity of the economy makes it difficult to decide exactly where to start. Simultaneously, production is taking place, goods and services are being allocated, and a great number of market participants are being motivated by a diverse set of goals. In addition, there is the complex financial system in which individuals, firms, and governments borrow and lend funds.
Economics is divided into two major branches: macroeconomics and microeconomics. Macroeconomics is the study of behavior of the economy as a whole with emphasis on the factors that determine' growth and fluctuations in output, employment, and the level of prices. Macroeconomics studies broad economic events that are largely beyond the control of individual decision makers and yet affect nearly all firms, households, and other institutions in the economy. Specialists in macroeconomics are particularly interested in understanding those factors that determine inflation, unemployment, and growth in the production of goods and services. Such an understanding is necessary in order to develop policies that encourage production and employment while controlling inflation.
The other major branch of economics is microeconomics. Microeconomics is the study of behavior of individual units within the economy. The division of economics has resulted from the growing complexity and sophistication of economic research.
These two approaches and the topics they include are in fact interdependent. Individuals and firms make their decisions in the context of the economic environment, which has an impact on the constraints the decision makers face as well as their expectations about the future. At the same time, when taken as a whole, their decisions determine the condition of the overall economy. A good understanding of economic events and an ability to forecast them require knowledge of both individual decision making and the way in which individuals react to changes in the economic environment.
In 1776, the Scottish professor of philosophy, Adam Smith, published The Wealth of Nations. In this book, the
first systematic study of capitalism, Smith described his principal
of the “invisible hand”. This principle states that each person,
pursuing his or her self-interest without interference by government,
will be led, as if by an invisible hand, to achieve the best good for
society.
Self-interest drives people to action, but alone it is not enough. People must understand the effects of their decision and their economic well-being.. They must think rationally if they are to make the right decisions.
Because of this, economists long ago introduced the concept of economic man. This notion holds that each person is motivated by economic forces. In other words, each person will always attempt to obtain the greatest amount of satisfaction for the least amount of sacrifice or cost. This satisfaction may take the form of greater profits for a businessperson, higher wages or more leisure time for a worker, and greater pleasure from goods purchased for a consumer.
Of course, these assumptions are not entirely realistic. People may be motivated by forces other than self-interest. Nevertheless, the idea of economic man does deserve as a reasonable approximation of the prevailing pattern of economic behaviour in a capitalistic society. And in economics, as in other social sciences, reasonable approximations are often the best that can be made.
There are many forms of economic order, ranging from the mixed private enterprise system to partially or completely controlled economies. Regardless of their form, however, economic system is the system that a society uses for allocation and distribution of scarce resources. Private enterprise means that decisions about what and how much to produce are left to the discretion of owners and managers. In controlled economies such decisions are the responsibility of some governmental agency. There is, of course, no economy today that is completely free of governmental influence, nor is this condition necessarily undesirable. There are many beneficial services and protections available from government. The question then is a matter of degree. Irrespective of the form of economic order, it performs certain valuable functions in the life of organizations of all types.
Информация о работе Контрольная работа по «Иностранный язык»