Профессиональный английский язык 2

Профессиональный английский язык 2 . Ответы на тесты 1,2,3, Оценка 3,0 из 3,0 (100%

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Module 1. Travel on Business

1. To be able to give what it takes is called ....

· take off

· meet requirement

· jet lag

· make a reservation

2. A I can't turn on the projector

B ... help you?

· Shall I

· Am I going to

· Am I helping

· Will I

3. We ... to Madrid next week. I booked the tickets yesterday.

· will fly

· are flying

· are going fly

· will go to flying

4. When you start working in the office next month, which cubicle ... in?

· are you going to work

· will you be work

· are you going working

· are you work

5. I ... your facilities downstairs tomorrow.

· will go checking out

· will checking out

· am going to check out

· am check out

6. I was wondering what time the breakfast ...?

· starts

· -

· does starts

· start

7. Don't mess around the Duty-Free shop. We ... to miss our flight.

· will

· are going

· will be

· are

8.... rent a car?

· Are we going

· Will we go

· Shall we

· Are we go

9. My itinerary is arranged. I ... at 6 am tomorrow.

· will leave

· am going to leaving

· am leaving

· will leaving

10. A What would you like to drink?

B I ... for an orange juice, please.

· ‘ll be go

· am going to go

· ‘ll go

· am going

Module 2. Preparing for a presentation

1. Choose the best option from the phrases provided to fill a gap in the sentence.

A ______ is a drawing that is used to show the material, size, and shape of a product for manufacturing purposes.

2. Choose the best option from the phrases provided to fill a gap in sentence.

Let me give you some details ______ our Chinese factory.

3. Put the words in the right order to make sentence.

· results

· me

· summarize

· important

· Let

· most

· the

4. Complete the sentence with the prepositions.

I've divided my presentation _____ three parts.

5. Choose the best option of the verb for the sentence below introducing your Presentation topic.

I ... off by reviewing our progress.

· will to start

· will start

· will started

· would to start

6. Look through the presentstion opening structure on the left and arrange the phrases on the right as they should appear in your speech.

· Welcome the audience

· Call your name

· Your job title

· Your company

· Your topic

· Structure: beginning of your presentation

· Structure: second point of your presentation

· Structure: the last point of your presentation

· Timing of the presentation

· Questions rules

· And finally …,

· Ladies and gentlemen, thank you very much for coming along here today.,

· My presentation will take about … minutes.,

· I work for (company).,

· The purpose off today’s presentation is to discuss hoe we can …,

· Secondly …,

· I’d be very happy to invite you to ask questions at the end of the session.

· My name is Mr/Mrs…,

· I’m a (job title) of (company).,

· Now let me begin by …,

7. Complete the sentence with the correct word.

Please feel _____ to stop me.

8. Complete the sentence with the prepositions.

Secondly, I'll talk _____ our investment in office technology.

9. Choose the best option from the phrases provided to fill a gap in the sentence.

A ______ is a graphic organizer that can be used to show the procedural pathways within a program.

10. Put the words in the right order to make sentence.

· the end

· the presentation

· now

· I’m

· to

· approaching

· of

Module 3. Academic Writing

1. Match the parts of an abstract to the appropriate ideas.

· Results

· Introduction

· Discussion

· Methods

· Conclusion

· We examined whether learning experiences and task properties are related to early adolescents' emotional responses and psychophysiological states.

· We present the design and evaluation of a gamified learning experience.

· Gamification seems to have potential to increase student motivation.

· The findings provide novel understanding of situational interplay between the value of success and mastery experience in adolescents' experienced emotions and psychophysiological states.

· The purpose of the paper is to study how the dynamics of games can be incorporated into learning actions.

2. Read the phrases from scientific articles and fill in the gaps with the words from the boxes.

· In part, this is ______ the challenge of running original, quantitative experiments in the embodied and performing arts.

· Study of creativity ______ creative thinking processes, problem-solving, and innovation.

· This article ______ for embodied creativity as an important place of study that can move student's creativity.

· The pedagogical foundations of the games ______ by contacting the authors of the games.

· argues

· were further investigated

· due to

· focuses on

3. Arrange in the correct sequence to have a good abstract.

· Results showed that scientifically creative students had better cognitive inhibitory and response inhibitory ability than artistically creative students.

· A total of 297 junior high school students were tested with a set of scientific and artistic creativity tests. Out of this sample, 110 students who ranked in the top 27 % or bottom 27 % on scientific and artistic creativity were selected to form four groups.

· This study aims to compare performance of cognitive control functions by junior high school students with different profiles of artistic creativity.

· The findings expand our knowledge of cognitive characteristics of students with different domain strengths.

4. Match the abstract parts on the left with the phrases on the right.

· Discussion / Conclusion

· Introduction / Aim

· Methods

· Findings

· A total of 297 junior high school students were tested with a set of scientific and artistic creativity tests. Out of this sample, 110 students who ranked in the top 27 % or bottom 27 % on scientific and artistic creativity were selected to form four groups.

· The findings expand our knowledge of cognitive characteristics of students with different domain strengths.

· Results showed that scientifically creative students had better cognitive inhibitory and response inhibitory ability than artistically creative students.

· This study aims to compare performance of cognitive control functions by junior high school students with different profiles of artistic creativity.

5. Drag the correct term to make a good word collocation.

The analysis of _______

· previous research

· the overview

· the main purpose

· skills

6. Read the part of the scientific article and fill in the gaps with the linking words and conjunction from the list.

In a face-to-face class, the physical presence of the instructor allows for immediate communication to clarify any ambiguous information. ______, instructors can monitor students’ learning progress _____ detect problems in real time. Instructors can also use body language, voice emphasis, or even charisma to engage students._____, they can organize learning activities, ______ group work, through multiple rounds of communication and clarifications.

such as

Additionally

Moreover

and

7. Choose the phrase related to the Methods.

· This study examines what kind of competencies teachers need in using game-based pedagogy.

· The influence of games on the cognitive, emotional and social domains of players increases motivation and engagement of learners.

· We proposed hypotheses for main and interaction effects and specified multilevel models.

· There are different approaches to implementing game-based pedagogy.

8. Read the phrases from scientific articles and fill in the gaps with the verbs from the boxes.

· Descriptive and inferential statistical methods ______ for data analysis, using SPSS.

· This result ______ that the factor structure of the scale was somewhat different across the two samples.

· The research data ______ that the teachers and the students understand critical thinking as it is defined by Facione.

· This ______ that the teacher's understanding of critical thinking is central when interacting with students, and this influences the entire teaching process, creates a learning environment for students, and influences their motivation and achievements.

· revealed

· illustrates

· were applied

· suggested

9. Which terms are being defined?

A short piece of writing on a particular subject, especially one done by students as part of the work for a course.

· purpose

· advantages

· analysis

· paper

10. Fill in the gaps with the right conjunction from the list.

· And

· For

· But

· Nor

· Or

· So

· should be used to connects two negative ideas.

· should be used to connects two equal choices.

· should be used to connects a result to a reason.

· should be used to connect similar ideas.

· should be used to connects equal but different ideas.

· should be used to connects a reason to a result.