сервис вопросов и ответовПодчеркните ing- form, определите ее функцию в предложениях.
10-11 класс|
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On the other
hand, complex pedagogic cal approaches can be difficult to set up and slow to
develop, though they have the potential to provide more engaging learning
experiences for students. Somewhere between these extremes is an ideal pedagogy
that allows a particular educator to effectively create educational materials
while simultaneously providing the most engaging educational experiences for
students. Summary Marketing can be defined as identifying and meeting
consumers' wants profitably. It is not just selling, but the whole process of
researching customer needs, designing the product, promoting the product,
getting it into the hands of the consumer and ensuring that the cost of doing
all this is less than the revenue. Customer wants are identified through market
research. There are two main classifications of research: desk research and
field research. Desk research is cheaper because it uses published material,
perhaps already available in the firm, in trade magazines, in government
statistics or from some other source. However, because it has been produced for
some other purpose it may not provide the information a firm needs. Field
research can be specifically commissioned, and therefore targeted to provide
detailed information. An example of field research would be a consumer panel
testing and commenting on a trial version of a product. Maturity Time Market
research is the first stage of the product life cycle (see diagram above).
Products go through various stages from introduction to growth to maturity and
finally into decline.
The length of
time it takes a product to go through each stage varies. Some high-fashion
products are designed to go through all the stages in just one season. Other
products, for example cabbages, have been in the maturity stage for centuries. The
vast majority of ideas which firms come up with never get out of the
development stage. This is because firms have decided either that there is no
market for them or that they cannot satisfy the market profitably. The early
stages of the product life cycle are expensive: paying for research, prototypes
and machines, training workers, advertising, etc., while at the same time the
product is not generating any revenue. During the introduction stage sales will
hopefully take off, but marketing will still be expensive and production costs
will always be incurred. Even for successful products it will be some time
before the cash flowing in will match all the cash which is flowing out and
that which has been paid out on research and development.
цвиол
18 марта 2015 г., 8:39:42 (9 лет назад)
суперстарт22
18 марта 2015 г., 9:50:05 (9 лет назад)
On the other hand, complex pedagogical approaches can be difficult to set up and slow to develop, though they have the potential to provide more engaging (прилагательное, определение) learning (герундий, определение) experiences for students. Somewhere between these extremes is an ideal pedagogy that allows a particular educator to effectively create educational materials while simultaneously providing (причастие I, обстоятельство) the most engaging (прилагательное, определение) educational experiences for students. Summary Marketing (существительное, подлежащее) can be defined as identifying (герундий, часть составного именного сказуемого) and meeting (герундий, часть составного именного сказуемого) consumers' wants profitably. It is not just selling (герундий, часть составного именного сказуемого), but the whole process of researching (герундий, определение) customer needs, designing (герундий, определение) the product, promoting (герундий, определение) the product, getting (герундий, определение) it into the hands of the consumer and ensuring (герундий, определение) that the cost of doing (герундий, определение) all this is less than the revenue. Customer wants are identified through market research. There are two main classifications of research: desk research and field research. Desk research is cheaper because it uses published material, perhaps already available in the firm, in trade magazines, in government statistics or from some other source. However, because it has been produced for some other purpose it may not provide the information a firm needs. Field research can be specifically commissioned, and therefore targeted to provide detailed information. An example of field research would be a consumer panel testing (отглагольное существительное, часть составного именного сказуемого) and commenting (отглагольное существительное, часть составного именного сказуемого) on a trial version of a product. Maturity Time Market research is the first stage of the product life cycle (see diagram above). Products go through various stages from introduction to growth to maturity and finally into decline.
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Заполните пропуски, используя did, was,were
1 I ... reading when he called.
2 They ...waiting for the bus when I saw them.
3 Where ... you born?-I...born in London.
4 Yesterday at five there ... a good concert on.
5 ... you listen to it?
6 I... listening to it when my parents arrived.
7 What ... you doing when you saw them.
Упражнение 5. Составьте предложения из предложенных слов.
Would/ anything/ do/ people/that/ woman/ for?
With/ the man/ I / was / talking / who / comes /from / Spain.
The/ people/ I /like /I /work/ with
Job/sister/my/ looking/ is/ for/ new/ a
The/ of/sort/person/ she’s/ talk/can/you/ anything/ about/whom/with.
I/for/looked/ have/you/ everywhere.
В каком времени должен быть ответ?
- How did you learn to drive?
- My farther ............... me.
Past simple или present/past perfect?
Читайте также
Подчеркните ing- form, определите ее функцию в
предложениях.
Electronic
learning Electronic learning or E-learning is a general term used to refer to
computer-enhanced learning. It is used interchangeably in so many contexts that
it is critical to be clear what one means when one speaks of'Е-Learning'. In many respects, it is commonly
associated with the field of advanced learning technology (ALT), which deals
with both the technologies and associated methodologies in learning using
network and/or multimedia technologies. The worldwide e-learning industry is
estimated to be worth over 38 billion euros according to conservative
estimates, although in the European Union only about 20% of e-learning products
are produced within the common market. Developments in internet and multimedia
technologies are the basic enabler of e-learning. with content, technologies
and services being identified as the three key sectors of the e-learning
industry. Growth of e-learning By 2005, more than 3.2 million students were
participating in online learning at institutions of higher education in the
United States. Many higher education, for-profit institutions, now offer on-line
classes. By contrast, only about half of private, non-profit schools offer
them. The Sloan report, based on a poll of academic leaders, says that students
generally appear to be at least as satisfied with their on-line classes as they
are with traditional ones. Private Institutions may become more involved with
on-line presentations as the cost of instituting such a system decreases.
Properly trained staff must also be hired to work with students on-line.
Укажите, по каким
признакам «ing-form» определяется как герундий
1. The process of solving a problem by analogy may often give good
results.
1. Процесс решения задачи по
аналогии может часто давать хорошие результаты.
2. The manager succeeded in developing several projects every year.
2. Менеджер преуспел в том, чтобы
развить несколько проектов каждый год.
3. Our research group finished recording the results of the experiments.
3. Наша исследовательская группа
закончила делать запись результатов экспериментов.
4. Let us begin by examining what is done by each student.
4. Давайте начнем, исследуя то,
что сделано каждым студентом.
5. We have now finished programming the computer for the experiment.
5. Мы сейчас закончили
программирование компьютера для эксперимента.
6. Distinguishing between cause and effect is sometimes very difficult.
6. Различие между причиной и
следствием это иногда очень сложно.
7. A good scientist enjoys solving difficult problems.
7. Хороший ученый любит решать
сложные задачи.
8. In planning a series of experiments, the scientific worker ought to
be aware of the general nature of the problem under investigation.
8. В планировании серии
экспериментов, научный работник должен быть в курсе общего характера решаемой
задачи.
9. Maintaining apparatus in good condition helps students to make
experiments well.
9. Поддержание аппарата в
исправном состоянии помогает студентам ставить эксперименты.
I. Перепишите следующие предложения; подчеркните Participle I и Participle II и определите их функции, т.е. укажите, является ли оно определением,
обстоятельством или частью глагола-сказуемого. Переведите предложения на русский язык.
1. When crossing the street, first look to the left.
2. The woman playing the piano is his mother.
3. This is a church built many years ago.
4. She is looking through the magazine now.
II. Перепишите следующие предложения и переведите их на русский язык, обращая внимание на функцию инфинитива.
1. They promised to supply us with the necessary equipment.
2. The purpose of this book is to describe certain properties of vegetarian food.
3. The experiment to be carried out is of great importance for our research.
4. That funny scene made me to laugh.
4. Подчеркните инфинитив, определите его форму и его функцию в предложении. Переведите на русский язык. 1. he was happy to be working with the
famous scientist. 2. Isn’t it natural that we like to be praised and don’t like to be scolded? 3. To play chess was his greatest pleasure. 4. This is the book to be read during the summer holidays. 5. To read English news- papers you must know English very well. 6. Jane remembered to have been told a lot about Mr. Rochester.
4.Раскройте скобки, употребляя требующуюся форму инфинитива. Переведите предложения на русский язык.
1.She likes (to read). 2. She seems (to read) now. 3. She seems (to read) since morning. 4. She seems (to read) all the books in the library. 5. He is very forgetful but he doesn’t like (to remind) of his duties.6. the child was happy (to bring) home.
5. В конструкции Complex Object употребите инфинитив с частицей to, где это необходимо. Переведите на русский язык.
1. The teacher wanted the pupils…….. learn the rule. 2. I expect him……. Understand my problem. 3. We saw the children ……….. climb to the tops of the trees. 4. The boy felt the doctor…… touch his leg. 5. Would you like your luggage….. be carried upstairs. 6. Nothing could make her………… change decision.
6. Раскройте скобки, употребляя слова в нужной форме. Переведите предложения на русский язык.
1. Kate wanted (he)….. to be her friend. 2. Tom expected (I)….. to help him. 3. I would like (they)….. to visit me. 4. I don’t expect (she)….. to know English so well. 5. Our friends wanted (we)….. to tell them everything. 6. She felt (tears)…… roll down her cheeks. 7. Mike had not expected (you)….. to reply, but you did.
Подчеркните конструкцию Complex Subject with Infinitive . Переведите на русский язык.
1.He is supposed to be a very good film actor. 2. For along time the atom was thought to be indivisible. 3. True friends are know to be like diamonds, precious but rare. 4. False friends are said to be like autumn leaves found everywhere. 5. The President of Russia was reported to speak on TV tonight. 6. She is believed to be one of the finest violinists in the word.
Переведите предложения, подчеркните Participle I и II и определите их функции.
1. When crossing the street, first look to the left.
2. The woman playing the piano is his mother.
3. This is a church built many years ago.
4. She is looking through the magazine now.
Переведите , обращая внимание на функцию инфинитива.
1. They promised to supply us with the necessary equipment.
2. The purpose of this book is to describe certain properties of vegetarian food.
3. The experiment to be carried out is of great importance for our research.
4. That funny scene made me to laugh.
переведите обращая внимание на разные значения слов it, that, one.
1. The quality of the packed lunch can vary from terrible to very good; it depends jn who makes it.
2. One in five people say that all they have breakfast is a cup of coffee.
3. One should take part in scientific work.
4. It' clear that he's made a mistake.
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