Foreword

This textbook is intended for students and postgraduates of economic specialties of universities. The purpose of the textbook is to teach students to read, translate texts and conduct a conversation in their specialty.
The textbook consists of 18 lessons, each of which contains three homework assignments and three classroom work, designed for two hours of study. The exercises are designed in such a way that in the classroom, students consolidate the basic knowledge of grammar and vocabulary of the corresponding lesson, and at home they again work out the same material on their own. Most homework assignments contain additional cognitive material on the lesson topic in the form of mini-texts with exercises. Exercises can be performed in succession or selectively, at the discretion of the teacher.
The main focus of the textbook is on the study of English grammar as the basis for understanding, reproducing and creating a statement in a foreign language. The textbook presents almost all sections of grammar needed to understand and speak English. The grammatical material studied at school is given in generalizing paragraphs in the Grammar Reference (temporal forms of verbs, simple forms of participles, etc.). In addition, there are many repetition and strengthening exercises in the lessons. Grammar material that is not sufficiently covered or not studied at all in high school is set out in the Grammar Reference in more detail and is equipped with training exercises with keys, which allows English learners to independently familiarize themselves with the material and check its understanding.
Using this textbook, the teacher, depending on the level of training of students, can introduce grammatical material as new or consolidate and develop the knowledge, skills and abilities acquired earlier.
All grammatical material is carefully practiced in exercises of gradually increasing complexity.
To work on linguistic material, original texts from modern English and American economic literature are used, adapted and abbreviated in accordance with the objectives of this publication.
In addition, at the stages of consolidation and repetition of the material, a large number of authentic texts are used, which makes it possible to gradually prepare students for understanding economic texts in the original.
The topics of the texts cover such areas of economics as the theory of supply and demand, factors or means of production, various types of trade, financial markets, the basics of banking, taxation, accounting and audit. In addition, it touches upon general problems of macroeconomics, as well as such sectors of the economy as the fuel and energy complex, urban economy, agriculture, trade in various goods, etc. Since the topic of the texts is not of a highly specialized nature, the textbook can be used by students of different universities and faculties related to the study of Economics.
The lexical material contains both economic terminology and common words and phrases that students can use in conversation on various non-special topics. Much attention is paid to teaching active vocabulary, including the knowledge of word collocation, as well as the correct use of prepositions.
The tutorial has three repeating sections, consisting of texts with assignments. The texts of these sections are not adapted, only sometimes slightly abbreviated.
After the repetitive sections, it is recommended to carry out current control of the assimilation of the material, for which there are lexical and grammatical tests.
At the end of the textbook, an English-Russian dictionary is attached, including active vocabulary, indicating the numbers of the lessons (Units) in which they are entered.
The materials of the textbook have been tested for several years at the Faculty of Economics of the Moscow Agricultural Academy and in a number of other universities in the country in the form of the manual "English for Students of Economics". However, this textbook is an independent publication, significantly revised taking into account the suggestions made and the experience of the authors themselves. Lessons 1–12 and the section “Grammar and word formation” were developed by E. V. Glushenkova, lessons 13–18 by E. N. Komarova. General edition of the textbook - E. V. Glushenkova.

Unit 1
Market and Command Economies

Grammar and vocabulary:
1. Temporary forms of the verb (reiteration)
2. The verb to be combined with an infinitive
3. Turnover "to be + of + noun"
4. Noun in function of definition
5. Numerals (reiteration)

Assignment for home number 1
1. In the section "Grammar and word formation" work through § 1, 6, 7 and 9.

2. Determine the time and voice of the predicate. Translate the following sentences into Russian:
1. We translated this text at the last lesson.
2. Are you translating the text?
3. What were you doing when they came? - We were translating an exercise.
4. Has he translated this article? - No, he hasn "t.
5. He will translate the article in a week, I think.
6. We often translate from English into Russian at lessons.
7. This article has already been translated.
8. A new book will be translated by him next year.
9. This book was translated into Russian last year.
10. A lot of books are translated from English into Russian every year.
11. The fax is being translated now.

3. Translate into Russian the following phrases containing a noun in the definition function:
lecture hall, school year, university laboratories, command economy, market economy, government intervention, land resources, government restrictions, Soviet bloc countries

4. Determine by suffixes to which part of speech the following words belong:
economist, production, productivity, highly, mechanism, worker, limitless, manager, consumption, entirely, restriction, government, technical, decision, priceless, extensive, mainly, population

5. Translate into Russian the sentences containing the phrase
1. This book on economics is of great interest.
2. Independent work at the library is of great value to every university student.
3. These new machines may be of use on farms.
4. Knowledge of foreign languages \u200b\u200bmay be of great importance to everybody.

6. Translate the text Market and Command Economies and practice reading it.

7. In the text
1) highlight the phrases to be + of + noun;
2) determine the meaning of the verb to be before the particle infinitive to;
3) find nouns in the definition function.

TEXT
Market and Command Economies
Economics is a science that analyzes what, how, and for whom society produces. The central economic problem is to reconcile the conflict between people "s unlimited demands with society" s ability to produce goods and services.
In industrial Western countries markets are to allocate resources. The market is the process by which production and consumption are coordinated through prices.
In a command economy, a central planning office makes decisions on what, how, and for whom to produce. Economy cannot rely entirely on command, but there was extensive planning in many Soviet bloc countries.
A free market economy has no government intervention. Resources are allocated entirely through markets.
Modern economies in the West are mixed and rely mainly on the market but with a large dose of government intervention. The optimal level of government intervention remains a problem which is of interest to economists.
The degree of government restrictions differs greatly between countries that have command economies and countries that have free market economies. In the former, resources are allocated by central government planning. In the latter, there is not any government regulation of the consumption, production, and exchange of goods. Between the two main types lies the mixed economy where market and government are both of importance.

Vocabulary minimum to the text
economics n 1. economics; 2.economics
economic adj 1.economic; 2. cost effective; cost-effective
economical adj 1. economical, thrifty; 2.economic
economist n economist
economize v save; spend sparingly or use
economy n economy, economy
command economy - centrally controlled economy; non-market economy
free market economy free market economy
mixed economy - mixed economy
society n 1. society, social order; 2.society, organization, association
produce v produce, produce
production n production
demand n demand; demand; request; need
demand for smth - demand for smth.
to be in high / low demand - to be in high / low demand
good n product, product
service n service
market n market
allocate v (smth to / in smth, smb) 1.locate, allocate (smth. somewhere, smb.) ", 2. to allocate (smth. on smth., smb.)
resource (s) n resource (s), funds
consumption n consumption
through prep across; through; thanks to
price n price
at high / low prices - at high / low prices; at high / low prices
price for / of a good - product price, product price
plan v plan
planning n planning
decision n decision
to make a decision - make a decision
rely v (on smb, smth) rely (into smb. or smth.)
entirely adv completely, completely
government n government
intervention n intervention
government intervention government intervention
level n level
at a certain level - at a certain level
restriction n restriction
(the) former adj first (of the two named)
(the) latter adj last (of the two named) ", second
regulation n regulation
government regulation - government regulation
both adj pron both, both; both
importance n importance, value
to be of importance - to be important, to be of (great) importance

Classroom work number 1

8. Group the following words of the same root and fill in the columns of the following table:
Try to translate all words without a dictionary, relying on the meanings of words from the vocabulary minimum to the text
decision, recommend, regulation, consumer, produce, allocation, decide, consume, allocate, production, recommendation, consumption, regulate, producer

9. Practice reading numerals.
a) In English-speaking countries, a comma is put in compound numbers after millions and thousands. After hundreds, the union is pronounced and. For example: 8,861 - eight thousand eight hundred and sixty– one.
Read the following numbers:
38; 189; 375; 23,633; 1,879; 211; 40,100; 71,213; 1,001,700; 43,641,788; 73,233,441
b) The numbers indicating the years are read as follows: 1892 - eighteen ninety-two; 1900 - nineteen hundred; 1802 - eighteen about two; 2000 - two thousand; 2002 - two thousand and two
Say in English:
1343; 1799; 2008; 1908; 1999: 1954; 1603; 3013
in) If we are talking about one decade within a century, for example 30s of the XIX century, then in English it should be said: the thirties (30s) of the 19th century or the 1830s - the eighteen-thirties.
Say in English:
in the 70s; during the 40s; in the 30s of the XX century; in the 90s of the XIX century

10. Find the predicate in the following sentences and translate the sentences into Russian.
1. For 40 years after 1945 countries in Eastern Europe had planned economies in which market mechanisms played only a small role.
2. The government plays an important role in allocating resources in the economy.
3. Goods are produced on farms or in factories. Goods of the both groups are consumed by the people who buy them.
4. A government planning office decides what will be produced, how it will be produced, and for whom it will be produced.
5. Resource allocation decisions are being made every day in every city, mostly through the mechanisms of markets and prices.
6. When there was a bumper coffee crop in Brazil, much coffee was bought by the Brazilian government from farmers and then burnt.
7. Grain markets have greatly changed over the last 25 years in the United States and Europe. Both have high levels of government intervention in their agriculture.
8. The ideas of Adam Smith, the famous Scottish philosopher and economist, have been studied by economists for over two hundred years.

11. Translate the following sentences into Russian. Pay attention to the different meanings of the verb to be before the infinitive.
1. Prices are to regulate production and consumption in a market economy.
2. The problem with government regulation of markets is to control how government restrictions work in real life.
3. The aim of that book is to form a theory of the role of government in economic life.
4. The market is to decide how much to produce.
5. A building society is a financial organization whose purpose is to help people buy houses or flats.
6. When the authors of the textbook discussed examples, their intention was to prepare students for future economic analyzes.
7. Governments are to regulate or plan production and consumption. The former is typical of mixed economies, the latter is typical of command economies.

Assignment for house number 2

12. Translate the following sentences containing a phrase to be + of + noun.
1. Economists "recommendations may be of high value to governments but governments do not always rely on them.
2. The study of economics is of great use even to those students who have no wish to become professional economists.
3. Basic problems of economics are of great importance to every economist, while specific problems of farm economics are mostly of interest to economists who study agriculture.
4. Since economists cannot make experiments, collecting and using information from a large number of past years is of practical importance for analysing and solving problems of today.
5. Professional marketing services are of great value to producer "s and sellers.
6. Economic statistics are of interest to economic policy decision-makers.

13. Rewrite the sentences, replacing the active voice with the passive voice. Pay attention to the tense of the verb.
SAMPLE: In a command economy the government makes all decisions about production and consumption. -\u003e In a command economy all decisions about production and consumption are made by the government.
1. The government made all resources allocation decisions in the Soviet Union.
2. Prices regulate consumption and production in a market economy.
3. In a mixed economy the government does not entirely regulate exchange of goods.
4. The economists are monitoring the prices and levels of consumption of different goods and services.
5. Economics analyzes society's production and consumption levels.
6. The company has made a decision to start producing new machines.
7. Economists had studied and discussed the ideas of Karl Marx for over sixty years before Russians put them into life.
8. If we allocate enough resources to agriculture, we will achieve a high level of production.

14. Insert missing prepositions where necessary.
1 ... a command economy that relies ... central planning, government "s economic role is ... prime importance.
2… a free-market economy, economic decisions are made… firms and individuals and resources are allocated… markets.
3. Economic statistics are the statistics about levels ... production and consumption ... an economy, exports and imports, inflation and other information. They are usually collected ... government.
4. The municipal council made a decision last year to allocate more money… the construction… the bridge… the airport.
5 ... such high prices ... food the government cannot hope to keep its consumption ... a sufficient level.
6. When people are poor, social services are ... higher demand.
7. The European Union "s (European Economic Union) statistics are collected… the union level and… national levels of member countries.
8. The demand… bread has been going down… Western Europe… several years.
9. Some direct methods ... price regulation are sometimes used ... governments, but they usually rely ... indirect regulation.
10. Prices… farm products have been an example… government regulation… prices… the USA… a long time.
11. Individuals ... demand ... goods and services not only determine what and how much is produced ... an economy, but also how many workers are allocated ... every industry.

Classroom work number 2
15. a) Answer the following questions to the text Market and Command Economies.
1. What is the central economic problem of a society?
2. What is the market?
3. What is the function of the market in an industrial country?
4. How are decisions made in a command economy?
5. In what way does a free market economy differ from a command economy?
6. To which type do most economies in the West belong?
b) Think and say:
1. To which type does the economy of present-day Russia belong?
2. Is the level of government regulation growing or falling in Russia "s economy now?

16. Choose the most appropriate word from the options in brackets.
1. (A command economy / a free market economy) is a society where the government makes all decisions about production and consumption.
2. (Economics / Economy) studies how markets and prices allow society to solve the problems of what, how, and for whom to produce.
3. Every economist sees ( the restriction / the importance) of the question of what, how, and for whom to produce.
4. Nations have different ( consumption / levels) of farm production.
5. When (the price / the importance) of some goods grows, people will try to use less of them but producers will want to produce more of them.
6. In (mixed / both) countries, Canada and the USA structural changes in the agricultural sector of economy have become of interest to economists and general public in the 80s and 90s of the 20th century.
7. After years of competition between command and market economies, (the former / the latter) gave way in many countries of the world to (the former / the latter).

17.a) Read the following words of the same root, paying attention to the stress: Stress on the second syllable Stress on the third syllable
economy economist to economize
economics
economic
economical
b) Change the following phrases using adjectives economic or economical:
1. A practical woman.
2. Problems of economics.
3. A crisis in the field of economy.
4. To be careful in the spending of money.
5. Reforms in the field of economy.
6. A law regulating the sphere of economics.
7. A plan of the industrial development of the country.
8. A small car that doesn "t use too much fuel.
9. Geography that studies the location (placement) of industries, markets, transport.
c) Insert the words in the sentences: economy, economics, economist, economic, to economize, economical.
1. An early definition of ... was "an inquiry into the nature and causes of the wealth of nations".
2. The national ... is the system of the management and use of resources of a country.
3. You can… if you compare the prices of goods before buying them.
4. J. M. Keynes was a famous ...
5. Inflation may cause a bad ... state in a country.
6. If you "ve got a large family, it" s more… to travel by car than by train.

18. a) Use the verbs in brackets in the appropriate tense and voice.
Communism is a political and economic doctrine which (to say) that everything must belong to the state and the government is to organize all the production. Karl Marx (to formulate) his idea of \u200b\u200bcommunism as "from each according to his ability, to each according to his needs". Command economy where strategic decisions (to make) by government and (not to regulate) by the price system (to rely) on the communist doctrine. China still (to organize) its economy along communist lines but Russia and other former (former) Soviet Union "s countries and East-European countries recently (to move away) to more market-based economies.
b) Concisely convey the content of the read text (a) in English.

Assignment for house number 3
19. Translate the following sentences into Russian, paying attention to words and expressions from the vocabulary minimum to the text Market and Command Economies.
1. Economics is the study of how society decides what, how, and for whom to produce.
2. The central economic problem for society is how to reconcile the conflict between people "s limitless demand for goods and services and the resources which can be allocated for the production of these goods and services.
3. The market is the process by which individuals "decisions about consumption of goods, firms" decisions about what and how to produce, the workers "decisions about how much and for whom to work are reconciled by prices.
4. When resources are limited, they are allocated through the political process. In a country like Sweden with a strong government the level of production of social services may be higher than the level of production of goods for individual consumption.
5. The world economy produces mostly for the people living in the industrial countries.
6. In many countries there was a large dose of central regulation and planning.
7. Even the countries with free market economy still have high levels of government activity in the production of public goods and services and the regulation of markets.
8. All-round planning is not an easy task, and there is not any command economy that relies entirely on planning for all resources allocation decisions.

20. Translate the following sentences into English:
1. Developed countries achieve economic success through specialization.
2. During the war years, the government always controls the economy in the country.
3. In mixed economies, there are government restrictions on what to produce and how to produce.
4. Each manager makes decisions on how to allocate scarce resources in the best way.
5. We cannot rely on this data when planning production for next year.
6. In a market economy, production and consumption are regulated through prices.

21. a) Expand the brackets and use the verbs in the appropriate form.
There (to be) various forms of government restrictions and regulations in economies. For example, Turkey and Norway both (to limit) profits of firms, the latter also (to control) prices and wages; in Bolivia the tin mines (to nationalize) ", in China communes (to establish) ", in Cuba the government (to own) many industries and firms; and in Britain eight basic industries (to nationalize).
A free market economy (to be) rare in the world.
The level of economy regulation (to be) different in different countries. In some countries it (to grow) in recent years, in others more freedom (to grant) to firms and individuals. But the general tendency (to be) to keep government regulation at quite a high level.
b) Write four questions to the text: general, special, alternative and dividing.

Classroom work number 3
22. Fill in the gaps in the sentences with the following words and translate the sentences into Russian:
both, government, restrictions, the former, the latter, economics, through, to produce, services (2), goods (2), regulations, mixed economy
1. Every group of people must solve three main problems: what… and… to produce, how… them and for whom to produce them.
2 ... is placed among the social sciences.
3. Markets in which there is no… intervention are called free markets.
4. Society allocates resources into production ... the price system.
5. There are no government… and… in a free market economy.
6… is an economy in which the government and private sector cooperate in solving economic problems.
7. Government regulations and restrictions must ... work in the interests of society.
8. People produce… and are produced in factories or on farms…. - at schools, hospitals, shops, banks.

23. Make sentences of two parts that are relevant in meaning.
1. America "s strong demand for automobiles explains
2. In contrast to market economies, economies with different forms of dictatorial control
3. Big corporations are not allowed to dominate an industry or a market
4. In some industries, such as radio, television, telephone services and some others, competition cannot be relied
5. Resources are the things or services that are used
6. Economics and economists play an important role at the highest levels of governments
7. Until the middle of the 18th century, industry (in contrast to agriculture and commerce)
8. Under capitalism, economic decision-making is decentralized

a. may be called command economies.
b. entirely through government regulation.
c. and resources are allocated through goods and services markets.
d. why auto workers have historically been among the highest paid workers in the world.
e. which rely heavily on economic advisers in making the decisions about the future of the country.
f. entirely on to produce results that are good for the society.
g. was of little importance in the economies of Europe and America.
h. to produce goods which can satisfy people "s demands.

24. Read the text without using a dictionary. Give it a title. Guess the meaning of the underlined words. Answer the question that follows the text.
The free market allows individuals to produce goods and services without any government restrictions. The command economy allows little individual economic freedom since (since) most decisions are made by the government. Between these two extremes lies the mixed economy.
In a mixed economy the government and private sector co-operate in solving economic problems. The government controls production through taxation (taxation) and orders for goods and services for the army, the police force, administration and other needs.
In a mixed economy the government may also be a producer of goods. An example of this is the United Kingdom where there are nationalized industries such as railways and coal.
What is the role of governments in mixed economies?

Unit 2
Demand and Supply

Grammar and vocabulary:
1. The sacraments I and II (repetition)
2. Some, the same
3. The meanings of the word as and combinations with it
4. Comparison of adjectives and adverbs, comparative constructions
5. Numerals

Assignment for house number 1
1. In the section "Grammar and word formation" work through § 2, 3, 5, 10 and 29.

2. Practice reading numbers and using associated words.
a) In economic texts, numerical indicators and expressions with numerals are often found. Let's learn how to pronounce them correctly in English.
For simple fractions, the cardinal number is indicated in the numerator, and the ordinal in the denominator. If the numerator is greater than 1, the denominator is plural. For example - one– fourth; 2/3 - two-thirds.
Read simple fractions: 3/4, 1/6, 3/8, 1/5

b) Decimals after whole numbers not a comma, but a period, which is read by point. For example: 1.53 - one point fifty-three.
Read the decimals:
3.71; 83.12; 17.4; 20.5; 11.33
in) When it comes to changing any indicators, they speak Russian increased by 3%. In English, the preposition on matches the preposition by. For example: grew by 3 percent,
Say in English:
increased by 1.7%; decreased (decreased) by 8%; increased by 1/3; decreased by 2/5 .; increased by 25%; decreased by 30.1%
d) Russian turnover in time matches the English word ... times without a preposition. For example: decreased by half- decreased two times.
Say in English:
decreased three times; increased four times; decreased many times; increased fivefold
e) Often spoken increased (decreased) from ... to… - increased (decreased) from… to…
Say in English:
decreased from 102% in 1988 to 57% in 1997; increased from 40 thousand tons in 1991 to 42 thousand tons in 1998; increased from $ 24,500 in 1996 to $ 24,650 in 1997.

3. Form participles I and II from the following verbs, name their Russian equivalents:
to work, to allocate, to limit, to analyze, to say, to make, to produce, to study, to buy, to sell, to give

4. Translate the following sentences into Russian, paying attention to the functions of the participles:
1. Exports are goods and services sold to other countries.
2. In free market economies changes in price are never results of regulations imposed by governments.
3. Imposing some restrictions on food prices, governments make it possible for all the people to buy enough food.
4. The 3.8 billion (billion) people of the world in the early 1970s had about 20 percent more to eat than the 2.7 billion living 20 years earlier.
5. Knowing that their resources are limited, people make a decision how to allocate them in the best possible way.
6. The government can regulate monopolies controlling the prices or supplying the products itself.

5. Form the degrees of comparison of the following adjectives and adverbs and translate them into Russian:
a) large, old, few, new; high, poor, low;
b) good, bad, little, many;
c) important, reliable, effective, difficult, limited, developed, popular;
d) effectively, soon, successfully, quickly, often, slowly, much, well

6. Translate the text Demand and Supply and practice reading it.

7. Highlight the participle phrases and participles I and II in the text.

TEXT
Demand and Supply
Demand is the quantity of a good that buyers wish to buy at each price. Other things equal, at low prices the demanded quantity is higher.
Supply is the quantity of a good that sellers wish to sell at each price. Other things equal, when prices are high, the supplied quantity is high as well.
The market is in equilibrium when the price regulates the quantity supplied by producers and the quantity demanded by consumers. When prices are not so high as the equilibrium price, there is excess demand (shortage) raising the price. At prices above the equilibrium price, there is excess supply (surplus) reducing the price.
There are some factors influencing demand for a good, such as the prices of other goods, consumer incomes and some others.
An increase in the price of a substitute good (or a decrease in the price of a complement good) will at the same time raise the demanded quantity.
As consumer income is increased, demand for a normal good will also increase but demand for an inferior good will decrease. A normal good is a good for which demand increases when incomes rise. An inferior good is a good for which demand falls when incomes rise.
As to supply, some factors are assumed as constant. Among them are technology, the input price, as well as degree of government regulation. An improvement in technology is as important for increasing the supplied quantity of a good as a reduction in input prices.
Government regulates demand and supply imposing ceiling prices (maximum prices) and floor prices (minimum prices) and adding its own demand to the demand of the private sector.

Remember!

Title: English for students of economic faculties.

The purpose of this textbook is to teach students of economics departments to read and analyze literature in their specialty, to give them basic economic vocabulary for subsequent use in the practice of business communication.

The economy comprises millions of people and thousands of firms as well as the government and local authorities, all taking decisions about prices and wages, what to buy, sell, produce, export, import and many other matters. All these organizations and the decisions they take play a prominent part in shap-ing the business environment in which firms exist and operate.
The economy is complicated and difficult to control and predict, but it is certainly important to all businesses. You should be aware that there are times when businesses and individuals have plenty of funds to spend and there are times when they have to cut back on their spending. This can have enormous implications for business as a whole.
When the economy is enjoying a boom, firms experience high sales and general prosperity. At such times, unemployment is low and many firms will be investing funds to enable them to produce more. They do this because con-sumers have plenty of money to spend and firms expect high sales. It naturally follows that the state of the economy is a major factor in the success of firms.

TABLE OF CONTENTS
THE ECONOMIC ENVIRONMENT 1
MEASURING ECONOMIC ACTIVITY 5
THREE ECONOMIC ISSUES 9
INCOME 16
THE ROLE OF GOVERNMENT 19
THE PRODUCTION POSSIBILITY FRONTIER 24
ECONOMIC SYSTEMS 27
MARKETS 37
POSITIVE AND NORMATIVE ECONOMICS (POSITIVE AND NORMATIVE ECONOMIC THEORY) 42
MICROECONOMICS AND MACROECONOMICS (THEORY OF MICROECONOMICS AND MACROECONOMICS) 47
PRICE AND DEMAND (PRICE AND DEMAND) 52
PRICE, INCOME AND DEMAND (PRICE, INCOME AND DEMAND) 57
ELASTIC AND INELASTIC DEMAND (ELASTIC AND INELASTIC DEMAND) 59
A MODEL OF THE ECONOMY 64
INJECTIONS (MONEY INFLUENCE IN THE ECONOMY) 69
WITHDRAWALS 74
INFLATION 78
THE IMPACT OF INFLATION ON BUSINESS 81
CAN INFLATION BE BENEFICIAL (CAN INFLATION BE BENEFICIAL)? 84
MONEY AND BANKING (MONEY AND BANKING) 87
THE ROLE OF BANKS 92
MODERN BANKING 97
MONEY AND THE RETURN IT EARNS (THE MONEY AND THE INCOME THEY MAKE) 103
INTEREST RATES AND BOND PRICES 106
THE MONEY SUPPLY AND THE DEMAND FOR MONEY 108
THE MONEY MARKET 112
MARKETS AND INTEREST RATES 115
PRIMARY AND SECONDARY MARKETS 118
MONETARY POLICY 120

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M .: 2003 - 3 52 p. M .: 2004 - 1 28 p.

The textbook is written in accordance with the program in foreign languages \u200b\u200bfor non-linguistic universities. The purpose of the textbook is to teach students to read, translate texts and conduct a conversation in their specialty in English. Much attention in the textbook is paid to the study of grammar to ensure more effective practical language acquisition. Textbook texts are borrowed from modern English and American economic literature. The subject matter of the texts covers a wide range of economic issues. The system of exercises ensures mastery of oral speech and the ability to translate texts in the specialty. For students and graduate students of economic specialties.

English for students of economic specialties. Glushenkova E.V., Komarova E.N. (2003, 352s.)

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English for students of economic specialties. Tests and Exercise Keys. Glushenkova E.V., Komarova E.N. (2004, 128s.)

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CONTENT
Unit 1. Market and Command Economies 5
Grammar:
1. Temporary forms of the verb (repetition).
2. The verb to be combined with an infinitive.
3. The turnover "to be + of + noun".
4. Noun as a function of definition.
5. Numerals (repetition).
Unit 2. Demand and Supply. 17
Ilexic grammar:
1. Communions I and II (repetition).
2. The words some, the same.
3. The meanings of the word as and combinations with it.
4. Degrees of comparison of adjectives and adverbs, comparative constructions.
5. Numbers.
Unit3. Theory of Demand 32
Grammar:
1. Communion II in postposition.
2. Verbs expressing the obligation.
3. Temporary forms of verbs and participles I and II (repetition).
Unit 4. Theory of Supply. 45
Grammar:
1. Temporary forms of verbs and participles I and II (repetition).
2. Union-free accession of determinative subordinate clauses.
Revision 1 57
Unit 5. Factors of Production: Capital and Labor. 61
Ilexic grammar:
1. Infinitive in the function of the subject, the circumstances of the goal and the effect.
2. The turnover "fcr + noun + infinitive".
3. Meaning of the word one (repetition).
4. Meaning of the word it (repetition).
Unit 6. Factors of Production: Natural Resources and Land 77
Ilexic grammar:
1. The "complex addition" construction.
2. The meaning of the word due and combinations with it.
3. Meaning of the word which.
Unit 7. Circular Flow of Payments and National Income 92
Ilexic grammar:
1. Infinitive in the definition function.
2. The introductory word there.
Unit 8. Taxes and Public Spending! ° 4
Grammar and vocabulary:
1. The construction of a "complex subject" with a predicate in the form of a passive voice.
2. Meanings of the word result and combinations with it.
3. Meanings of the word most.
4. Meaning of the words that and those.
Revision II! 2 °
Unit 9. Money and Its Functions! 2 ""
Grammar and vocabulary:
1. Complex forms of the infinitive.
2. Incomplete sentences.
3. Comparative construction of the ... the ...
4. Meanings of the word for.
Unit 10. Introduction to Banking and Financial Markets 141
Grammar:
1. The construction "complex subject" with a predicate in an active voice.
2. Functions of the infinitive (repetition).
Unit 11. Monetary System and Monetary Policies 154
Grammar: Simple and complex participles.
Unit 12. Inflation
Grammar and vocabulary:
1. Independent participle turnover.
2. Union whether.
3. The meaning of the noun means and the verb to mean.
4. The meaning of the word any.
5. Participles and infinitives (repetition).
Unit 13. Foreign Trade! 8 "
Grammar:
1. Conversion.
2. Sentences like It is necessary that ...
3. Communion (repetition).
Revision III 2 ° 2
Unit 14. Assets and Liabilities. 2 "2
Grammar:
1. Verbal noun.
2. Gerund.
Unit 15. Bookkeeping as Part of Accounting Cycle 229
Grammar and vocabulary:
1. Complex forms of gerund.
2. Infinitive constructions (repetition).
3. Union until.
4. Meanings of the word balance.
Unit 16. Accounting Information 2 4 ""
Grammar and vocabulary:
1. Conditional sentences.
2. Unions unless, provided.
3. Modal verbs (repetition).
Unit 17. Forms of Business Ownership 264
Grammar and vocabulary:
1. Reinforcing structure It is. ... ... that (who).
2. Meaning of the words that and those (repetition).
3. Meanings of the word it (repetition).
4. Repetition of grammatical structures.
Unit 18. Modern Means of Communication and Electronic Commerce ... 281
Repetition of grammatical structures.
Revision IV 296
GRAMMAR AND WORD EDUCATION 303
§ 1. The use of temporary forms of the verb in the active voice. 303
§ 2. Communion 1 304
§ 3. Communion II 304
§ 4. Participle II in the function of the right definition of a noun (in postposition) 305
§ 5. Communions (simple and complex) 306
§ 6. Noun in the function of definition 308
§ 7. The verb to be combined with the infinitive 308
§ 8. Verbs expressing the obligation. 309
§ 9. The turnover "to be + of + noun" 310
§ 10. Unionless attachment of attributive subordinate clauses 311
§ 11. Independent participle circulation 312
§ 12. Verbal noun and gerund 313
Complex shapes gerund 315
§ 13. Infinitive in a subject function. 316
§ 14. Infinitive as a function of the circumstances of the goal and effect 317
§ 15. The infinitive turnover "for + noun / pronoun + infinitive" 318
§ 16. Infinitive in a function of definition 319
§ 17. Sentences with the introductory word there 320
§ 18. Meanings of the word one 322
§ 19. Meanings of the word it 322
§twenty. Compound Subject Infinitive 323
§ 21. The infinitive construction "complex subject" with the predicate in the active voice. 324
§ 22. The infinitive construction "complex complement" 325
Section 23. Complex forms of the infinitive 326
§ 24. Conditional sentences 329
Section 25. Incomplete subordinate clauses 330
Section 26. Sentences of the type It is necessary that 331
§ 27. Reinforcing structure It is ... that (who) 332
§ 28. Meanings of the words that and those. 332
Section 29. Conversion 333
Section 30. The most common official words 334
§31. Most common suffixes and prefixes 334
Keys to Training Exercises 336
English-Russian Dictionary 337
List of used literature 348

This textbook is intended for students and post-graduate students of economic specialties of universities. The purpose of the textbook is to teach students to read, translate texts and conduct a conversation in their specialty.
The textbook consists of 18 lessons, each of which contains three homework assignments and three classroom work, designed for two hours of study. The exercises are designed in such a way that in the classroom, students consolidate the basic knowledge of grammar and vocabulary of the corresponding lesson, and at home they again work out the same material on their own. Most homework assignments contain additional cognitive material on the lesson topic in the form of mini-texts with exercises. Exercises can be performed in succession or selectively, at the discretion of the teacher.
The main focus of the textbook is on the study of English grammar as the basis for understanding, reproducing and creating a statement in a foreign language. The textbook presents almost all sections of grammar needed to understand and speak English. The grammatical material studied at school is given in generalizing paragraphs in the Grammar Reference (temporal forms of verbs, simple forms of participles, etc.). In addition, there are many repetition and strengthening exercises in the lessons. Grammar material that is insufficiently covered or not taught at all in high school is described in more detail in the Grammar Reference and is equipped with training exercises with keys, which allows English learners to independently familiarize themselves with the material and check its understanding.

Glushenkova E.V.

English for students of economic specialties

Foreword

This textbook is intended for students and postgraduates of economic specialties of universities. The purpose of the textbook is to teach students to read, translate texts and conduct a conversation in their specialty.

The textbook consists of 18 lessons, each of which contains three homework assignments and three classroom work, designed for two hours of lessons. The exercises are designed in such a way that in the classroom, students consolidate the basic knowledge of grammar and vocabulary of the corresponding lesson, and at home they again work out the same material on their own. Most homework assignments contain additional cognitive material on the topic of the lesson in the form of mini-texts with exercises. Exercises can be performed in succession or selectively, at the discretion of the teacher.

The main focus of the textbook is on the study of English grammar as the basis for understanding, reproducing and creating a statement in a foreign language. The textbook presents almost all sections of grammar needed to understand and speak English. The grammatical material studied at school is given in generalizing paragraphs in the Grammar Reference (temporal forms of verbs, simple forms of participles, etc.). In addition, there are many repetition and strengthening exercises in the lessons. Grammar material that is not sufficiently covered or not studied at all in high school is set out in the Grammar Reference in more detail and is equipped with training exercises with keys, which allows English learners to independently familiarize themselves with the material and check its understanding.

Using this textbook, the teacher, depending on the level of training of students, can introduce grammatical material as new or consolidate and develop the knowledge, skills and abilities acquired earlier.

All grammatical material is carefully practiced in exercises of gradually increasing complexity.

To work on linguistic material, original texts from modern English and American economic literature are used, adapted and abbreviated in accordance with the objectives of this publication.

In addition, at the stages of consolidation and repetition of the material, a large number of authentic texts are used, which makes it possible to gradually prepare students for understanding economic texts in the original.

The topics of the texts cover such areas of economics as the theory of supply and demand, factors or means of production, various types of trade, financial markets, the basics of banking, taxation, accounting and audit. In addition, the general problems of macroeconomics are touched upon, as well as such sectors of the economy as the fuel and energy complex, urban economy, agriculture, trade in various goods, etc. Since the subject matter of the texts is not of a highly specialized nature, the textbook can be used by students of different universities and faculties related to the study of Economics.

The lexical material contains both economic terminology and common words and phrases that students can use in conversation on various non-special topics. Much attention is paid to teaching active vocabulary, including the knowledge of word collocation, as well as the correct use of prepositions.

The tutorial has three repetitive sections, consisting of texts with assignments. The texts of these sections are not adapted, only sometimes slightly reduced.

At the end of the textbook, an English-Russian dictionary is attached, including active vocabulary, indicating the numbers of the lessons (Units) in which they are entered.

The materials of the textbook have been tested for several years at the Faculty of Economics of the Moscow Agricultural Academy and in a number of other universities in the country in the form of the manual "English for Students of Economics". However, this textbook is an independent publication, significantly revised taking into account the suggestions made and the experience of the authors themselves. Lessons 1–12 and the section “Grammar and Word Formation” were developed by E. V. Glushenkova, lessons 13–18 by E. N. Komarova. General edition of the textbook - E. V. Glushenkova.

Market and Command Economies

Grammar and vocabulary:

1. Temporary forms of the verb (reiteration)

2. The verb to be combined with an infinitive

3. Turnover "to be + of + noun"

4. Noun in function of definition

5. Numerals (reiteration)

Assignment for home number 1

1. In the section "Grammar and word formation" work through § 1, 6, 7 and 9.

2. Determine the time and voice of the predicate. Translate the following sentences into Russian:

1. We translated this text at the last lesson.

2. Are you translating the text?

3. What were you doing when they came? - We were translating an exercise.

4. Has he translated this article? - No, he hasn "t.

5. He will translate the article in a week, I think.

6. We often translate from English into Russian at lessons.

7. This article has already been translated.

8. A new book will be translated by him next year.

9. This book was translated into Russian last year.

10. A lot of books are translated from English into Russian every year.

11. The fax is being translated now.

3. Translate into Russian the following phrases containing a noun in the definition function:

lecture hall, school year, university laboratories, command economy, market economy, government intervention, land resources, government restrictions, Soviet bloc countries

4. Determine by suffixes to which part of speech the following words belong:

economist, production, productivity, highly, mechanism, worker, limitless, manager, consumption, entirely, restriction, government, technical, decision, priceless, extensive, mainly, population

5. Translate into Russian the sentences containing the phrase to be + of + noun.

1. This book on economics is of great interest.

2. Independent work at the library is of great value to every university student.

3. These new machines may be of use on farms.

4. Knowledge of foreign languages \u200b\u200bmay be of great importance to everybody.

6. Translate the text Market and Command Economies and practice reading it.

7. In the text

1) highlight the phrases to be + of + noun;

2) determine the meaning of the verb to be before the particle infinitive to;

3) find nouns in the definition function.

Market and Command Economies

Economics is a science that analyzes what, how, and for whom society produces. The central economic problem is to reconcile the conflict between people "s unlimited demands with society" s ability to produce goods and services.

In industrial Western countries markets are to allocate resources. The market is the process by which production and consumption are coordinated through prices.

In a command economy, a central planning office makes decisions on what, how, and for whom to produce. Economy cannot rely entirely on command, but there was extensive planning in many Soviet bloc countries.

A free market economy has no government intervention. Resources are allocated entirely through markets.

Modern economies in the West are mixed and rely mainly on the market but with a large dose of government intervention. The optimal level of government intervention remains a problem which is of interest to economists.

The degree of government restrictions differs greatly between countries that have command economies and countries that have free market economies. In the former, resources are allocated by central government planning. In the latter, there is not any government regulation of the consumption, production, and exchange of goods. Between the two main types lies the mixed economy where market and government are both of importance.

Vocabulary minimum to the text

economics n 1. economic science; 2.economics

economic adj 1.economic; 2. cost effective; cost-effective

economical adj 1. economical, thrifty; 2.economic

economist n economist

economize v save; spend sparingly or use

economy n economy, economy

command economy - centrally controlled economy; non-market economy

free market economy free market economy

mixed economy - mixed economy

society n 1. society, social order; 2.society, organization, association

produce v produce, produce

production n production

demand n demand; demand; request; need

demand for smth - demand for smth.

to be in high / low demand - to be in high / low demand

Say in English:

increased by 1.7%; decreased (decreased) by 8%; increased by 1/3; decreased by 2/5 .; increased by 25%; decreased by 30.1%

d) Russian turnover in time matches the English word ... times without a preposition. For example: decreased by half- decreased two times.

Say in English:

decreased three times; increased fourfold; decreased many times; increased fivefold

e) Often spoken increased (decreased) from ... to… - increased (decreased) from… to…

Say in English:

decreased from 102% in 1988 to 57% in 1997; increased from 40 thousand tons in 1991 to 42 thousand tons in 1998; increased from $ 24,500 in 1996 to $ 24,650 in 1997.

3. Form participles I and II from the following verbs, name their Russian equivalents:

to work, to allocate, to limit, to analyze, to say, to make, to produce, to study, to buy, to sell, to give

4. Translate the following sentences into Russian, paying attention to the functions of the participles:

1. Exports are goods and services sold to other countries.

2. In free market economies changes in price are never results of regulations imposed by governments.

3. Imposing some restrictions on food prices, governments make it possible for all the people to buy enough food.

4. The 3.8 billion (billion) people of the world in the early 1970s had about 20 percent more to eat than the 2.7 billion living 20 years earlier.

5. Knowing that their resources are limited, people make a decision how to allocate them in the best possible way.

6. The government can regulate monopolies controlling the prices or supplying the products itself.

5. Form the degrees of comparison of the following adjectives and adverbs and translate them into Russian:

a) large, old, few, new; high, poor, low;

b) good, bad, little, many;

c) important, reliable, effective, difficult, limited, developed, popular;

d) effectively, soon, successfully, quickly, often, slowly, much, well

6. Translate the text Demand and Supply and practice reading it.

7. Highlight the participle phrases and participles I and II in the text.

Demand and Supply

Demand is the quantity of a good that buyers wish to buy at each price. Other things equal, at low prices the demanded quantity is higher.

Supply is the quantity of a good that sellers wish to sell at each price. Other things equal, when prices are high, the supplied quantity is high as well.

The market is in equilibrium when the price regulates the quantity supplied by producers and the quantity demanded by consumers. When prices are not so high as the equilibrium price, there is excess demand (shortage) raising the price. At prices above the equilibrium price, there is excess supply (surplus) reducing the price.

There are some factors influencing demand for a good, such as the prices of other goods, consumer incomes and some others.

An increase in the price of a substitute good (or a decrease in the price of a complement good) will at the same time raise the demanded quantity.

As consumer income is increased, demand for a normal good will also increase but demand for an inferior good will decrease. A normal good is a good for which demand increases when incomes rise. An inferior good is a good for which demand falls when incomes rise.

As to supply, some factors are assumed as constant. Among them are technology, the input price, as well as degree of government regulation. An improvement in technology is as important for increasing the supplied quantity of a good as a reduction in input prices.

Government regulates demand and supply imposing ceiling prices (maximum prices) and floor prices (minimum prices) and adding its own demand to the demand of the private sector.

Remember!

some- some, some, some

the same- the same, the same

as- as; as; as; as

as well- also also

as well as- just like

Remember!

such as - such (oh, - oh, - oh) like ...

as ... as - the same (same) ... as

as ... as possible - as possible ...

not so ... as - not the same ... as

as to - as for ...

the same as - the same as ...

Vocabulary minimum to the text

quantity n quantity; the size; magnitude

buy (bought, bought) v buy, acquire

buyer n buyer

demand v (smth) demand (smth.) need (smth.)

supply n offer (goods)

excess supply - excessive, excessive supply, market oversaturation

supply v to offer; supply; supply

to supply smb with smth to supply someone with something

to supply smth to smb to supply something to someone

sell (sold, sold) v for sale

seller n seller

equilibrium n equilibrium, equilibrium state, equilibrium position

equilibrium price

producer n manufacturer, manufacturer

consumer n consumer

consume v consume

shortage n scarcity, shortage, insufficient supply (goods)

raise v increase; increase; lift up

surplus n market oversaturation; excess, excess

reduce to decrease; reduce; cut

reduction n (in smth) reduction, reduction, reduction (smth.)

influence v (smth) to influence, to influence (to smth.)

influence n influence, impact

income n income (s), profit, receipts

increase n (in smth) increase, growth, increase, gain (smth.)

increase v increase), increase (Xia); grow; amplify

substitute good - substitute product (the demand for which changes in the opposite direction compared to the demand for another product, the price of which has changed)

substitute n (for smth) substitute (smth.)

decrease n (in smth) decrease, decrease, decrease (smth.)

decrease v decrease (Xia), decrease (Xia), decrease

complement good - addition product (the demand for which changes in the same direction as the demand for some other goods, the prices of which have changed)

normal good - standard quality product

inferior good - low quality product

rise (rose, risen) v rise; increase; increase

fall (fell gel, fallen) v fall; go down; go down

technology n technique, technology

input n investment, input resource, cost, investment

input price - price of resources, price of fixed assets

improvement n improvement, improvement

improve v improve (Xia), improve

impose v (on, upon) tax (tax, duty smb.) impose (obligations, fine) ",lay down (on smb.) " impose (to smb.)

private adj private; private; own

Classroom work number 1

8. Determine by suffixes which parts of speech the following words belong to:

information, development, situation, growth, productive, productivity, investment, important, agriculture, importance, health, agricultural, industrial, wealth, worker, active, activity

9. Select from the words below a pair of same root verbs and nouns and translate them into Russian.

to fall, consumer, to stabilize, organization, demand, to sell, buyer, influence, to invest, to improve, consumption, fall, improvement, stabilization, to intervene, to organize, investment, seller, to consume, to buy, to demand, increase, to reduce, reduction, to influence, to increase, intervention

10. Translate the following sentences into Russian, paying attention to participial phrases:

1., In East-European countries consumers couldn "t get goods, and factories couldn" t buy inputs at prices held low by governments.

2. Governments intervene in economies controlling the supply of money, limiting monopolies and helping private industries.

3. An improvement in technology will increase the supply of a good, increasing the quantity supplied at each possible price.

4. Governments regulate economic activities imposing some restrictions.

5. The governments can influence for whom goods are produced, taking income away from some people and giving it to others.

6. The high price for a good is the market mechanism telling suppliers it is now time to increase production.

7. The developing countries hope that the industrial countries will raise imports from the less developed countries imposing tariffs on imports from other industrial countries.

8. Income is money of all kinds coming in regularly to a person, family or organization.

9. Active money is money going from man to man and used by the people in buying and selling goods and services.

10. Reducing our imports, we decrease the exports of others.

11. At prices above equilibrium we have a situation known as excess supply, or surplus.

11. Choose the most appropriate word from the options in brackets.

1. The fashion for miniskirt (increased / reduced) the demand for textile materials.

2. Even in (some / the same) middle-income countries many people are very poor.

3. Government regulations sometimes (decrease / impose) a change in (technology / quantity) that producers do not want to use.

4. Stabilization of prices is of great importance to industrial nations (as well as / as well) the Third World countries.

5. Freeing up prices leads to their (decrease / increase).

6. (Inferior / normal) goods are usually low-quality goods for which there are higher-quality (improvements / substitutes) sold at higher prices.

12. Complete sentences using comparative constructs with words than or as.

1. The market is in equilibrium when the demanded quantity is as large ...

2. Prices rise when they are not so high ...

3. Prices rise when they are lower ...

5. The demand for inferior goods at high incomes will not be as high ...

Assignment for house number 2

13. Insert the following adjectives and adverbs into sentences, forming the appropriate form of degree of comparison:

high, important (2), many, large, low, effectively, much, great, clear, reliable, strong (2), quickly

1. Command economy relies ... on planning than on prices.

2. Knowledge of foreign languages \u200b\u200bis of… importance now than it was some 40 years ago.

3. The degree of government regulation in present-day Russia is… than in the Soviet Union.

4. Government inter vention in Sweden is as… as in Denmark or, probably…

5. Land quality is… for agriculture than for other industries.

6. If we want to have a… picture of economic life in the country, we must have… information.

7. In the 18th century the… part of national income in… European countries came from import and export tariffs. These days they play a ... role.

8. Governments can influence for whom goods are produced ... in economies with ... levels of government regulation.

9. If other things are equal, this firm will do the work ... than the others.

14. a) Russian nouns denoting changes in quality or quantity in English often correspond to a comparative adjective or participle II. For example: increase in prices - higher prices, increased prices; improved technology - better technology, improved technology. Translate the following phrases in two ways:

1. increasing income; 2. decrease in demand; 3. increase in investment; 4. market contraction; 5. increasing the supply; 6. improvement of technology; 7.increased resources

b) Translate into Russian:

1.greater shortage; 2. lower equilibrium price; 3.increased demand; 4. greater influence; 5.decreased input; 6.reduced government intervention; 7.greater restrictions

15. Rewrite the sentences, replacing the underlined relative clauses with participial clauses.

SAMPLE 1: Resources can be a serious factor that limits production. -\u003e Resources can be a serious factor limiting production.

1. Firms that produce computers act as buyers in the markets for the services of computer programmers.

2. A nation "s income is the sum of the incomes of ail the people who live in that country.

3. There are several factors that determine a consumer "s demand,

4. Individuals, families and governments that consume goods and services are called consumers in economics.

SAMPLE 2: Consumers typically buy a smaller quantity of the good that is sold at a higher price, -\u003e Consumers typically buy a smaller quantity of the good sold at a higher price.

1. Supply restrictions that are imposed by cartels are as characteristic of industrialized economies as of developing economies.

2. Excess supply is a situation in which the quantity of a good that is demanded bv buyers is less than the quantity that is supplied by producers.

3. Society increasing the quantity of one good that is produced at one time typically reduces the quantity of another good that is produced at the same time.

4. Some of the inputs that an individual uses are food, chairs and tables, but another input of great importance is time. The consumer "s time is limited, and this time limitation as well as his or her limited income influence the decisions that are made in dav-to-dav life.

SAMPLE 3: When societies act through their governments, they can make decisions on allocation of scarce resources. -\u003e Acting through their governments, societies can make decisions on allocation of scarce resources.

1. When we put demand and supply together, we can determine equilibrium prices and quantities in different markets.

2. When it increases the quantity of one good produced at one time, the society reduces the produced quantity of another good as its resources are scarce.

3. When people consume goods and services, they provide a basis for further production.

4. As they make up a major portion of the national income. US high technology industries dominate and influence almost all other industries in the country.

16. Insert prepositions where necessary.

1… a mixed economy the government may be a producer… private goods, for example, steel and motor cars.

2. An increase… the price… an input will lead to a reduction… the demand… that input.

3. The firm can sell as much as it wants… the market price.

4. A consumer "s tastes and income as well as prices ... other goods influence ... his or her demand.

5. Consumers almost always respond to an increase ... a good "s price ... a reduction ... the quantity ... it consumed ... them.

6. A change… the supply… a good and… its demand both influence… its equilibrium price.

7. Rupert Murdoch, the media magnate, is planning to supply the services… his network… satellites… Internet development. If Internet is operated… satellites, there will be access… it… televisions and mobile phones, not only… personal computers… the near future.

8… a command economy, plans are imposed… producers… government agencies.

9. Scientists and engineers have been developing substitutes ... natural building materials ... several past decades.

10. Supplying people… food as well as industry… raw materials, agriculture is… great importance… an economy.

Classroom work number 2

17. a) Demand and Supply.

1. What is demand?

2. What is supply?

3. When are the demanded and supplied quantities of goods high?

4. How are prices and the supplied and demanded quantities regulated by the market?

5. Which factors influence demand? How do they work?

6. Which factors influence supply?

7. How can governments regulate demand and supply?

b) Think and say:

1. How can prices for other goods influence the demand for a good? Supply examples.

2. What inferior goods can you name?

3. What may be the result of imposing ceiling prices?

18. Translate the following sentences into Russian, paying attention to the words some and the same.

At some price, which we call the "equilibrium price", the demanded quantity of a good equals the supplied quantity.

All markets have the same economic function: they form prices equalling the quantities of goods that people wish to buy or to sell.

There has been some rise of income in the past two decades in developing countries.

A less developed country is the same as a country of the Third World.

An association is an organization formed by the people having the same interests and held together by a system of management.

For the next twenty years the supply of energy will be limited in some sectors of the US economy.

A consumer group is a small group of people living in the same place who study the prices and the quality of consumer goods sold in shops, and make the information known to the public.

An improvement in technology is something that makes it possible for firms to produce more goods with the same quantity of inputs as before.

19. Translate sentences into Russian, paying attention to the different meanings of the word as and combinations with it.

If the rise in prices is very large and quick, the situation is known as hyperinflation.

As to price ceilings, without government regulation and organization they may lead to "black market" as well as other social and economic problems.

Complement goods are those goods which you cannot use one without the other, such as cars and petrol. As the price for petrol rises, the demand for cars reduces.

Only when demand equals supply, people can buy or sell as much as they want.

Harvest failures are the most important reason for changes in agricultural product supply, but there are other reasons as well.

Attempts to organize supply restrictions in coffee and cocoa have not been so effective as OPEC regulation of quantities of oil sold to other countries.

As the supply increases with an improvement in technology, firms want to produce more at the same price level as before.

Every firm wants to sell as many goods as possible.

20. Make up all possible word combinations from the words in the right and left columns and translate them into Russian.

quantity, to reduce, to rise, to impose, input, to raise, equilibrium, to fall, private, reduction, substitute

surplus, a seller, technology, input price, a good, a buyer, to raise, supply

decrease, surplus, quantity, to sell, technology, a good

shortage, technology, input price, seller, quantity, surplus, reduction

Assignment for house number 3

21. Translate the following sentences into Russian, paying attention to words and phrases from the vocabulary minimum to the text Demand and Supply.

1. If the price is higher than the equilibrium one, it will be falling till the equilibrium price is reached and there is no more surplus left. If a good is sold at a price below the equilibrium one, the price will grow and reach the equilibrium price till there is no more shortage of the good left.

2. Governments buy and produce many goods and services, such as defense, education, parks, and roads for firms and individuals.

3. Firms producing computers act as buyers in the markets for the services of computer programmers.

4. Governments, through their control of the quantity of money in the economy, can influence business activity.

5. With a reduction in input prices firms will supply more of a good at each price.

6. Inflation is a rise in the level of prices as demand is higher than supply because of an increase in the supply of money.

7. When there is a harvest failure, the producers "supply will decrease.

8. Supply restrictions imposed by cartels are as characteristic of industrialized economies as of developing economies.

9. Private sector in a mixed economy is that part of the economy that is controlled by private firms, not by government or corporations.

10. Excess supply is a situation in which, at a certain price, the quantity of a good demanded by buyers is less than the quantity supplied by producers.

22. Translate the following sentences into English:

1. As the price of a commodity rises, the quantity demanded decreases.

2. The situation in low-income countries has improved since 1965.

3. The task of the maximum price is to reduce the price for consumers, and the task of the minimum price is to raise the price for manufacturers and suppliers.

4. An increase in supply leads to an increase in the equilibrium quantity and a decrease in the equilibrium price.

5. When prices are reduced to the equilibrium price, there will be no surplus of goods.

6. If the price of one good falls and the prices of other goods demanded by the consumer remain the same, then the consumer will buy cheaper goods instead of expensive goods.

23. a) Expand the brackets and use the verbs in the appropriate form.

What (to happen) to the equilibrium price of a product when its quantity (to.supply) by producers (to change)? For example, with an improvement in technology of wheat production wheat farmers (to wish) and (to be) able (to supply) more wheat at a given price than they (to do) before. How it (to influence) the equilibrium price? Clearly, it (to fall). But if the weather (to be) poor, the (to supply) quantity of wheat (to decrease). How it (to influence) the equilibrium price? It (to go) up.

In 1984, police officers (to concern) with narcotics consumption in the United States (to show) what a change in (to supply) quantity (can) (to do). There (to be) a massive increase in the quantity of coca production in South America and the quantity of cocaine (to supply) to the United States (to raise) dramatically. The result (to be) a big fall in the price of cocaine. In some parts of the United States, cocaine (to sell) in 1984 for one-half to one-third the price of a year before. One of federal officials (to say): "At no time in the modem history of international drug control the price of a drug (to drop) by half so quickly "

b) Write five questions to the text.

Classroom work number 3

24. Insert the following words into sentences in the appropriate form:

to impose, the same, surplus, to buy, consumer, to rise, to increase, equilibrium price, as well as, to fall, shortage (2), inputs, normal

… Are the factors of production (land, labor, capital, materials) that are put into a business to produce goods and services.

When all goods are…, lower consumer income reduces the demanded quantity for all goods.

When the Beatles and Rolling Stones first became popular and the singers wore long hair, the demand for haircuts (haircut) suddenly ....

When income…, the demand for most goods increases. Typically, consumers ... more of everything.

At any time, the market price may not be the… leading to excess supply (…) or excess demand (…).

If there is a national food ..., a government may ... a ceiling price on food so that poor people can buy enough food.

Workers in poor countries having no resources for health and education are often less productive than workers using ... technology in rich countries. Aid without higher productivity it is hard ... investment in people ... in machinery.

Japanese ... pay as much as eight world prices for beef.

25. Insert the word lived combinations with it into sentences. Translate the sentences into Russian.

The newly industrialized countries ... Brazil, Mexico, Hong Kong, South Korea and Singapore, grew twice ... quickly ... the rich industrialized countries during the 1970s ... a group, their share of world exports increased from 3 percent in 1960 to 7 percent in 1987. These countries now play a larger part in the world economy than… countries… Sweden and Australia.

Capitalism is an economic system in which capital belongs to private persons who are free to carry on business ... they wish without any government intervention.

Alfred Marshall (1842-1924) is known ... an economist who played an important role in the construction of theories of consumer demand and contributed to many other areas of economics His Principles of Economics written in 1890 was a leading economics book for many years.

26. Compare the following statistics on the output of certain types of products in Russia in the 90s of the XX century, using samples. Make as many suggestions as possible for each sample.

SAMPLE 1: Car production in 1995 was lower than in 1997.

SAMPLE 2: Sugar beet (sugar beet) production in 1998 was not so high as in 1997.

Economic Indicators in Russia

Note: 1. "000 - thousand; 2. mln / t - million tons; 3. bcm - billion cubic meters

27. Read the text without using a dictionary. Answer the question that follows the text.

The Pope and the Price of Fish

It is interesting for a student of economics to learn how demand and supply analysis works in practice.

Until 1966 Roman Catholics were not allowed to eat meat on Fridays and ate fish instead. In 1966 the Pope said that Catholics could eat meat on Friday. What do you think happened to the average weekly price and average weekly quantity of consumed fish?

The demand for fish fell as some Catholics who had to eat fish before started eating meat on Friday when they were allowed to do so.

This is a simple example of the effect of a change in tastes (tastes) on the demand. The Economists said that lower demand would lead to lower equilibrium price and the quantity of demanded fish.

Studying reports on fish prices and quantities of sold fish in the United States before and after 1966 we can see that this is what happened.

Do you think tastes are as important for demand as prices of other goods in the markets? Supply examples.

28. Complete the data below the sentence by choosing the option corresponding to the content of the text read.

In 1966 the Pope said that Catholics ...

a) could eat fish on Friday, b) could eat meat every day of the week; c) could eat fish every day of the week.

In 1966, when Catholics were allowed to eat meat on Friday ...

a) the demand for fish increased ", b) the demand for fish decreased, c) the demand for fish remained the same.

The demand is influenced not only by consumer incomes but also by .. a) the price of other goods in the market, b) improvement in technology, c) consumers "tastes.

As the demand for fish fell ...

the equilibrium price fell, too;

the equilibrium price rose ",

the equilibrium price remained the same.

29. Modify the sample sentences according to the content of the text The Pope and the Price of Fish.

SAMPLE 1: The demand for fish after 1966 was (high) before 1966. The demand for fish after 1966 was not as high as before 1966.

The demand for meat before 1966 was (high) after 1966.

The quantity of sold fish after 1966 was {!LANG-0c2b3f7654715cfd2ee5262a66f4fd6e!}{!LANG-68d787edebc5bc1dd4ed7062086fd619!}

{!LANG-87d7c8c05b7b46bfc8daf213f0abfd90!} {!LANG-0c2b3f7654715cfd2ee5262a66f4fd6e!} after 1966.

{!LANG-9e5a43d036a4d261613e8ceebf09fcf6!} {!LANG-29aec335f68fe5f9b9216f15c3acb026!} after 1966.

{!LANG-0fd38e1dc16c903f5504bc49bd38c5dd!} {!LANG-4f049159f8ad245b47f80f7fb47d4ffa!}{!LANG-f42eace3936a99048bf2cb073588f550!}

{!LANG-3876dd31bd2ca8433b09b12d19c77093!} {!LANG-9daaa6189cac14baabb4046d12fcbd73!}

{!LANG-31bf0211a835e094e7e4dcddadf080a1!} {!LANG-0a45b48c47de9ea4b01a9aa9181f91d9!}

{!LANG-52072deb55513c3f4580adeaa32c6578!} {!LANG-9daaa6189cac14baabb4046d12fcbd73!}

{!LANG-bff668b4556cd4609cd58bc8cf5836fe!} {!LANG-0a45b48c47de9ea4b01a9aa9181f91d9!}

{!LANG-c444664aa3922d36df117c133d1ec1d2!} {!LANG-6fb650b879d91f675f9fa44072966739!}

{!LANG-37a46a7c4fb7f7495c8ccc69b97605d1!} {!LANG-7fcb3cfb9c3aa88fd47b19f05c98710c!}{!LANG-4c8fb2141db3f4231a060298bc72cbb1!}

{!LANG-e62cfd4c436caf8804fc8f09fa0d9f29!} {!LANG-82413c3fcc218ccd946ab3fbb6849291!}{!LANG-c6bbef814858f05af4b9d35a28f1a8eb!}

{!LANG-b3e1bd6a318017d584f202d5026289b7!} {!LANG-82413c3fcc218ccd946ab3fbb6849291!}{!LANG-0184705b876b98b608c693fba89259f5!}

{!LANG-2fd507611a20e0b8b22d1ac60fc2127e!} {!LANG-7fcb3cfb9c3aa88fd47b19f05c98710c!}

{!LANG-cdaef2b7a179b12d630e7a35535c71bb!} {!LANG-82413c3fcc218ccd946ab3fbb6849291!}{!LANG-4cb66dd6602a480d14f21878dd7011a1!}

{!LANG-d06a8d35ad6fdd0040a4ed0db4a43b6a!}

{!LANG-a57f5aa62689b9e15832679fd6523b5e!} :

{!LANG-692d159a619d09e9d7054a3be7c9d7d2!}

{!LANG-0be2ec8bf1e940d2a223fe380c8cf128!}

{!LANG-9920156c39d75498327804d00f33140b!} {!LANG-cdbb5aa3d7f26e63625d18a97b438db7!}

Assignment for house number 1

{!LANG-6927e7754dd03cd78311af67bdad4f06!}

{!LANG-37fd63e3718d0f436dd1b65cb010ee8a!}

{!LANG-b1877578b6b6e0c3bec56ca74c14ed32!}

{!LANG-f1420e60d9be622fbc0da12876c3e125!}

{!LANG-07301a7087c698ea155aa4cd81c4e922!}

{!LANG-9a63a18eae5ba136524f0664d5cb180b!}

{!LANG-7d3a78b1720ff7891a7a3a0d60f58868!}

{!LANG-f1c0906c6e692790d371547160bc0965!}

{!LANG-c17731e0c9f7e3e48da02581789eee57!}

{!LANG-43ac2825d8f76646bc5d54a400cc5aa2!}

{!LANG-ff32763fbf57ed3aab7241422220d32b!}

{!LANG-bdfa99aa889d55ff751853b523f0c21c!}

{!LANG-17d8db74e0948ce3ac2f2f0f153d8726!}

{!LANG-9fedb5894239ba01ef61af616d642c25!}

{!LANG-877f7d27a4bcab9d61b628b51549b5bd!}

{!LANG-fff365ffdaf8ed56781012f799d2f031!}

{!LANG-47b41d55aff6b029f871e3089abcacf6!}

{!LANG-6f097363f63373340acca632350e5bc0!}

{!LANG-46f7111eab3a72b62df1b702318e8c21!} {!LANG-6ab2f76269ca7773ff151ab5a9bfc3b3!} and practice reading it.

{!LANG-e222e3fe280d4b385ac38c59287792c4!}

{!LANG-77be0a2914a84de1924723e23dc9ed81!}

{!LANG-c6844e17323c000b15cfab24684ad15c!}

{!LANG-6ab2f76269ca7773ff151ab5a9bfc3b3!}

{!LANG-42b3bf02f6858195286972a2575de0f8!}

{!LANG-1323582a5a26a18288e037a8075bedfa!}

{!LANG-b7c907ce127746729c3ed356066fe83d!}

{!LANG-517c5317c18755e55a2118d93bc5f221!}

{!LANG-fe35d8b92830230497880d2ff2e26b84!}

{!LANG-203eb5325076e1fe72c0d5f40875d511!}

Vocabulary minimum to the text

{!LANG-3e8ef051abdd49c749d0331063521272!}

{!LANG-5dcaa754a3246c335b5d64f4766cf71c!} adj{!LANG-367b4d37cbb9284196b77adcec8bccbe!}

{!LANG-7cb4cb4809c7be9244fc7431340a44d3!}

{!LANG-78138db17d6940a8cc43fc2e1e9dee4b!} adj{!LANG-b798b4dd8258663bbba1e6c3c0e8b642!}

{!LANG-982432469a55e4f85741894a65ed91f9!}

{!LANG-e482ea866b858eb218ec0df83ec75aae!}

{!LANG-bd8cc1dbed080bc4c9d2d0ffcac6ea55!}

{!LANG-78d183300c37c031e1960984d96da77d!}

{!LANG-b78b617cd4ef83d736aa37e335524a82!}

{!LANG-806bd651bbc354475d7b8eaa00a74ed5!}

{!LANG-6ae215852c69d02d0451c38a08d30311!} {!LANG-4bcce3185df9dd20622c34f39c1e11e5!}

{!LANG-3003ff8f18d6b5f2f70d0844edba6905!}

{!LANG-49938869645f0e2caa18d5198a553bd2!}

{!LANG-c43bb40767bef52bc8beaa12279bff9d!}

{!LANG-83e378c3d416e9bcc1d9d2e8b290a6df!}

{!LANG-52c22ac0cd2d9be4c768f73e7356fa80!}

{!LANG-f9c73c3a6a7f6eaeb054b718807ef819!} {!LANG-f2744ad4a80ffdce6fbd52e1ff0336a6!}

{!LANG-51f2db8b08e2517fe0113e98fbde3543!} v{!LANG-d34fb21ca7e3c58c635730951ce76059!}

{!LANG-bf393f0d7ae0c7b86fafcfe964562f48!} {!LANG-ab20eb7e43e58c6b9b2d74fad5e4b14c!}{!LANG-3681f90b4d0be97a3e5aeaded5fadd13!} {!LANG-f54e3e20222e1807f808cb79474a4dd7!}

{!LANG-bda0d2078d7ac1ca68c96c5f50f8af6c!}

{!LANG-12139079b527cc2fd5ebf242589eed31!}

{!LANG-b68da26bc2c5aa45d2eb1c85900a64b6!} {!LANG-9a6c1838cf55830b5fa026fa315311ac!}

{!LANG-d391d70c24c011285cb318b84dc90681!}

{!LANG-9eec7adba5611194c794b49d03522a6c!}

{!LANG-8ce5d2688946643bf7a3c3518bf3f0c2!} v{!LANG-cb6358c11d3d462cb4c5400251bc8602!} {!LANG-c8e830d919994af51f3299c6d1fd0812!}{!LANG-e6d826ca07e3e2a34e3d500aba829f16!} {!LANG-09fafddc53606815bc31e2b86321f727!}{!LANG-1d68cc135260c45d0cc19228b91227da!} {!LANG-8b651c692ee46a3606dec2bff1695c21!}{!LANG-b1443c12aa130f5df6100f107ab7fdf8!} prep{!LANG-893126d15f8f2cdb91afc895f57f8608!}

{!LANG-1c6b8d9c52bf036c1de9a013e30f320e!} adj{!LANG-464f549f0c176e29623006f9b0731672!}

{!LANG-d9b205ca135783976730106e62d3da84!}

{!LANG-d551a9ff0f4f3f25879a3323d0afccb9!} {!LANG-da1292ff34758b7922346444a6cccd60!}

{!LANG-139d4fcd65c9d431c05da0bdc4426a64!}

{!LANG-f2aa5ee81993e0c10cdfb95a821ce2ba!}

{!LANG-7e03f8dc92c3c2ec8c4e765dd538d327!} v{!LANG-b0f3f59a87cb12d2c55fdef2fecaf10d!} {!LANG-01faec821098edbe74f852d393c4acf5!}{!LANG-6b0ab2f945d341a0b03e01b7c2368499!} (smth.)

{!LANG-0b32fa2df5c6bb2a60c7d352ba3c1c8f!}

{!LANG-1a4a5276cd9755d76996e2971d0eb013!}

{!LANG-e1dcd5cdc4d046064b7814caef16675f!} {!LANG-f8f75d3dce1a17ba6b55482caa559c43!}

Classroom work number 1

{!LANG-8fd41df76a57e0c25a7b016a97a7af33!}

a){!LANG-2d848ec196b750dccfdc1341e8b1f6e3!}

{!LANG-d0d233bc6bd5325a184c168ff9f73e13!}

{!LANG-2ee1d8be82215a62b278ab0959e462c5!} {!LANG-2b64b7ab7d3142d2749400f6bf40aef4!}{!LANG-430403c1670e22c8c98c13618696bb9f!} {!LANG-c2b8272ce9b385e29a16035757fe07c8!}{!LANG-4de77c798cfcacae2f48cda30e7fca48!}

{!LANG-d7af16c02056978b7fb0926295aafd2d!}

{!LANG-476f4cf3a074dbdf29872b64a6d132fa!}

{!LANG-06d8b85c3e1337ac306b941498887c24!}

{!LANG-b96d93ca5b0d3f9e1104286ddcc12931!}

{!LANG-f2304c6a97b14e5695c2817f62063482!}

{!LANG-edec4e36fd1da9e384aa05c5303d065e!}

{!LANG-d04601de7de94cfcc49264517b5cfe7a!}

{!LANG-85db5bda52d13efc801dcfecadbba9cd!}

{!LANG-92b07e69c8cc4f9896d852449957a3de!}

{!LANG-77ad65eeaa0cddc0a8df547ef514e320!}

{!LANG-24ea1ba8c71093d85e798fdbdbc3b422!}

{!LANG-eaaca715c0e68dc6f70e8b78761524d2!}

{!LANG-9c7fb897b391f9802883ad2ea6ac89c2!} {!LANG-bf072e9119077b4e76437a93986787ef!}{!LANG-53265f8f808f9c250c960861519953d0!}

{!LANG-bac6a4d351bbb012e38887dd8a71256c!}

{!LANG-0c6a8fe519d7d3cc5b84defd2b3b1610!}

{!LANG-7255c70bcda1cdf128c85b87b930a004!}

{!LANG-0207f4fd977b78a24421c799c8b748af!}

{!LANG-f493b99e4c93112fa23156c717fa2556!}

{!LANG-25b792a075b0ed8bbde133963fcdb161!}

{!LANG-1746c99c4213fb33418b7e84fc5d53bf!}

{!LANG-f0691182a3adb6365fd4bdf72e1dda1a!}

{!LANG-469666df90c03f740cac9e2464ea9217!} {!LANG-835db2a153b8693c8e6e200ba6f278b2!}{!LANG-5e302afe9b7ad9fcb8f6520b61ff0aa1!} {!LANG-631c8ce0ef6fa40ac3ddc274db0faf93!}{!LANG-b188b7159698344afdeb87e91be181fc!} {!LANG-603d43e117d40bf2fe1dd2fa9c0dcb3b!}

{!LANG-53d3839a9c2047efb21956ceadcfb275!} {!LANG-d647878edabd67d3103f43e7554c62c4!}{!LANG-d75489a6b71926f0cfeef8abd02510c9!} {!LANG-4f7569f03923cfa9fb2cc49fd1179a71!}{!LANG-02fd2ee2d41fc9ede94ac78d86bd00f9!} {!LANG-86526c3a2a53f2c8381f78d220ad5feb!}{!LANG-3f8011d97dc835f3ad038107e96613ab!}

{!LANG-3b9114d710d1b2d61ec6308b7922a61b!} {!LANG-c4553ab43925886a1207e498281cbbbf!}{!LANG-c7193417b99fcfcfec39d2d8bf2e9724!}

{!LANG-0b2c88268a6cacb9cf4cf83ecc4fe26e!} {!LANG-6acbf3646d8d83ae348d98415e5dd81f!}{!LANG-111807adb701dbac0ac79073a66b2a37!}

{!LANG-54d98749b3691c61cfc5a5fee9d87731!} {!LANG-2bee0f17d1b5e468e5b0e2189370f17e!}{!LANG-fa835eef9069c7ddea60dffad472487d!} {!LANG-41ff078af92b7e12cc184b840dd08282!}{!LANG-5443754d2351355445e189caf9cdb222!}

{!LANG-91cd8f105f2464ac1c544c6b5916de82!} {!LANG-7e7ee17668726f958550775ddf65b94f!}{!LANG-465c970c4e19e441b4565e68872d30ef!}

{!LANG-88a77f776f24c406d77d3f3ef658f701!} {!LANG-a2f406d0c3ce414ab7d1ce63c1327f7a!}{!LANG-2f51cab8e9a1d625a4622d7ce381b7be!}

{!LANG-dae88838dbe3c7a11a51010bebeb179b!}

{!LANG-d4f03407ca2b509e34252b83c50651b4!} {!LANG-5c7dff57aab7b5ce85c8b52100ac591f!}{!LANG-4cd458f7bfc3a85896c1dfa68062ad1d!} {!LANG-a5e83767a2a7465fe4109afd1423b1bd!}{!LANG-f916704fc39a5452a163072e3773edb9!}

{!LANG-e30bc3660aaf085120605e34c20164d9!} {!LANG-93f3adeba494fe6f6a198d758db8bf6c!}{!LANG-e919d07dbac04435b393744c5f5fb6af!}

{!LANG-3ed1136c477f016cb8d46f013097a9ad!} {!LANG-563b968dca3c00c0277bf6b4f2d307b8!}{!LANG-4e5daa1dfeea1abd67613052df8bda8b!}

{!LANG-cc87c416ba830dd5fee038f7db77e30a!} {!LANG-5f5fdb6c65af57c0661d559175308743!}{!LANG-78604f9cbe373e8fc1bddd6cf1a9dccd!} {!LANG-ad4e8fda1a7840d5e6d7f89fd31fefac!}{!LANG-9e1b0c3a75d6f9c534c1543e8e217684!}

{!LANG-70d567b3cc7779cded6e8aa321aecec8!} {!LANG-2a226e7f4d6530dadaa309d387871f0d!}{!LANG-8b050f7e353298a650fac0f704fbe3c1!}

{!LANG-c52f120bf0d382a54c5d731f7fc68261!} {!LANG-f0723426997604947028b1a0647cb656!}{!LANG-7b6c0548c572d143314d1a694e2ba894!}

{!LANG-4f969a6171e0de65c5573a937c99f3ff!} {!LANG-0f3fa2eed763b97616a6279d51fbd1e3!}{!LANG-674dc61179993825b34087093a731581!} {!LANG-a7c62362bbe3190b699982e1b2b93d6b!}{!LANG-0cfa11b71db756284564b91d934ac158!}

Assignment for house number 2

12. {!LANG-8767df9921ec7bd1a677314bcb2a80db!}

{!LANG-efb5137c16cc230944b04a98150da9fb!}

{!LANG-30875162f27e9f845110188fdef2a8ed!}

{!LANG-0ead9e18384467b76399802f6b815ef9!}

{!LANG-462d5ba0d11cfb339a010c9b896d4ffc!}

{!LANG-909ba767d618a109a4a2192d6bfc0d9f!}

{!LANG-045b0074fa3956e51f19c50594f16186!}

{!LANG-990bd751e1a8fba141944475e9005d7c!}

{!LANG-58d08b06c1cd21f652a68ce5442dfbcf!}

{!LANG-97103ea23b3a47d3dca3267d72506349!}

{!LANG-847aa50f56776f2de348f5ce9e85a85a!}

{!LANG-00598b1a54052c65847f730169cc9680!} {!LANG-7e476655ed0f2ba2b53a0e27c46c8f34!}{!LANG-92b7b312c104b05e3d2e5c9be0d56ddd!}

{!LANG-15a7f97043e616062296f4d111b4f892!} {!LANG-c31092798422a9332d07c04f38874b71!}{!LANG-e22c527e04ce29e978d690fcb3dcff66!}

{!LANG-28f739a510068a9a3fa8b7461778cdcc!} {!LANG-4b5cc8b16fd8f1bea25b790a0fe37263!}{!LANG-ade2693b78820ed351f9e208969bf50a!} {!LANG-7066a0c4c4f3ceccc509f508a5c8d2d0!}{!LANG-cd81b86adb539bb19b9e63bec56682b6!}

{!LANG-842d5a6cea17985b15d121f9c9a58f75!} (to influence){!LANG-1c2f342089102123695f01ab5f51967b!}

{!LANG-7e2dc8cb45858ff184f125d3d6489a3f!} {!LANG-f1d6b5c85318bb936ed9e3592a6e4fc8!}

{!LANG-fd418bfbed95a181f63ee008f34b2dc1!} {!LANG-1aad50e592653cd5c0b76e6b83612e7d!}{!LANG-3146dfb7d41b0e4bb80fa15b800ad525!}

14. Insert missing prepositions where necessary.

{!LANG-2b881895aa54fa603f08a8e515f37231!}

{!LANG-0278b4983e0941784cda212d51eb234d!}

{!LANG-c3f77d678bff86d8dd9b818898e20b9a!}

{!LANG-488b0887f28b8ffa05d7c801de0a0b8c!}

{!LANG-f7798b835b4163bdd6a6ac30b0609c80!}

{!LANG-6ea59b8a416549da240c31bd77446f81!}

{!LANG-1a98132862adafc8edccb805f2e45e93!}

{!LANG-631ddafe534d72af0083c129d8202064!}

{!LANG-ef075e82cd20716544851a8c71f5133e!}

Classroom work number 2

15. a){!LANG-fa7a1a4801fcbd7252e09e688b04a02d!} {!LANG-dc098015336ad258bc7922f4f054f891!}

{!LANG-53f4b614527a3c55e45b1da268b5c45d!}

{!LANG-55b2a38344688c278e69ee3f64e98cb4!}

{!LANG-a37a2fd12b95c31e79f893c6c08e1e8d!}

{!LANG-e03779bec67c8ebbe41e1d46de869363!}

{!LANG-15d0df3a7d80d5a753c363b19d26b1f5!}

{!LANG-04adace46462f636bccfd04f51e99ade!}

{!LANG-a522dbeab450552ef5e4b7da34959a48!}

{!LANG-e8852e21bf6f7143ad78cea84a946848!}

{!LANG-3c26d906dbc85c290e9ccd29fc8dd914!}

{!LANG-bb03044f5e0d3c5f5c5a83c93eccbca7!}

b) Think and say:

{!LANG-1c179f3f138882d559247aa39b52a64a!}

{!LANG-b8138f00698170feb117996ae0308425!}

16. Choose the most appropriate word from the options in brackets.

{!LANG-6492e98027d503298864ba745637e5e7!} {!LANG-00ac6ddc8f8e7cb914cf17c13ba2c135!}{!LANG-6616d04fa187772f9f09782891e5f167!} {!LANG-12da22b670f28c11331c8cacd36b6bda!}

{!LANG-03e36f8127be7a63132384aac1272803!} {!LANG-ddd5752b5fe66fd98fb9dcdee48b4473!}{!LANG-ae06f0eab30d25df4d225f86aa484842!} {!LANG-7bf223cd02ffda9c07b38c7b68a96bc7!}{!LANG-ab6e7dd1d5ab7981167861ff04391c66!} {!LANG-372e25f23b5a8ae33c7ba203412ace30!}{!LANG-fd95759ef972d6ac99cb8e53178a892c!} {!LANG-8a01704841b61ebd001ab059a8a31a0c!}

{!LANG-911593a0960b2d84ff38141240e6c496!} {!LANG-caa0993816cd83e06d63ef65438b2ee2!}{!LANG-795748ad7de4181f050cbb4de77bd72f!}

{!LANG-bc293dd64323ef115016c9c7c9534b8d!} {!LANG-454e64e0115b82bbe9e6fe9cfe6e9048!}{!LANG-72fcf29fd796abaf046b9bca9e1c27f6!}

{!LANG-c19bf367489be2224732881aac11c0ab!} {!LANG-119f26c1416b25e8b67400a097978194!}{!LANG-5f06a60d72e3c751651c6982e16c304d!} {!LANG-6d0e912a5d0c63957872f841548959d6!}{!LANG-f794c421fd682ad433eae30030a71e84!}

{!LANG-fed4fae456c926ebe69a7e7f145e2c4d!} {!LANG-99aecbd64fb09c1dc0d83f39126f227f!}{!LANG-e2bf9e3db43a46cb38842c262c988e2e!}

{!LANG-23bd3bd29e0787919392b1dbb33ee5ca!} {!LANG-c221555515f55a7d030759b846bacf1a!}{!LANG-c18a4d6a5271b7c2a4ee81a7de52254a!}

{!LANG-9c124e0bb40e26e350c0bf397fe7c818!} {!LANG-4ea8dbde96529b274e12e8bbe72f7442!}{!LANG-dc921f25edc3cfef3f03ed36a20ae4dc!}

{!LANG-f8432b30debcbb3a7cea3c92c6d2ea6d!} {!LANG-ecd4e0e8955b75c19a098fa066b7f6c8!}{!LANG-8f71fce85bad6019f921af26914fc472!}

{!LANG-24e90a14c29d1955b478c18750531253!} {!LANG-ef5fc8d32bbc30b181b4be80096824ac!}{!LANG-78257207e2947181b3e127694873ca1e!}

{!LANG-db63b600a27d209ac7caee52e7251f1a!}

{!LANG-691f38a0bd88c75fe8f455fde0c63e2a!}

{!LANG-8f381f30f377439b4c615e9f84d2da82!}

{!LANG-0a02a34454cd8c81afe68e0be0746f44!}

{!LANG-60adf3ad5a8a88088f7bb775a8e78de8!}

{!LANG-8a014a09f505643b0fd8e36dfde70683!}

{!LANG-caeeeb7c8579de7a77f4396e8edc44af!}

{!LANG-fe9fffa2d9b103fa71d04c5e58ba198e!}

Glushenkova E.V.

English for students of economic specialties

Foreword

This textbook is intended for students and postgraduates of economic specialties of universities. The purpose of the textbook is to teach students to read, translate texts and conduct a conversation in their specialty.

The textbook consists of 18 lessons, each of which contains three homework assignments and three classroom work, designed for two hours of lessons. The exercises are designed in such a way that in the classroom, students consolidate the basic knowledge of grammar and vocabulary of the corresponding lesson, and at home they again work out the same material on their own. Most homework assignments contain additional cognitive material on the topic of the lesson in the form of mini-texts with exercises. Exercises can be performed in succession or selectively, at the discretion of the teacher.

The main focus of the textbook is on the study of English grammar as the basis for understanding, reproducing and creating a statement in a foreign language. The textbook presents almost all sections of grammar needed to understand and speak English. The grammatical material studied at school is given in generalizing paragraphs in the Grammar Reference (temporal forms of verbs, simple forms of participles, etc.). In addition, there are many repetition and strengthening exercises in the lessons. Grammar material that is not sufficiently covered or not studied at all in high school is set out in the Grammar Reference in more detail and is equipped with training exercises with keys, which allows English learners to independently familiarize themselves with the material and check its understanding.

Using this textbook, the teacher, depending on the level of training of students, can introduce grammatical material as new or consolidate and develop the knowledge, skills and abilities acquired earlier.

All grammatical material is carefully practiced in exercises of gradually increasing complexity.

To work on linguistic material, original texts from modern English and American economic literature are used, adapted and abbreviated in accordance with the objectives of this publication.

In addition, at the stages of consolidation and repetition of the material, a large number of authentic texts are used, which makes it possible to gradually prepare students for understanding economic texts in the original.

The topics of the texts cover such areas of economics as the theory of supply and demand, factors or means of production, various types of trade, financial markets, the basics of banking, taxation, accounting and audit. In addition, the general problems of macroeconomics are touched upon, as well as such sectors of the economy as the fuel and energy complex, urban economy, agriculture, trade in various goods, etc. Since the subject matter of the texts is not of a highly specialized nature, the textbook can be used by students of different universities and faculties related to the study of Economics.

The lexical material contains both economic terminology and common words and phrases that students can use in conversation on various non-special topics. Much attention is paid to teaching active vocabulary, including the knowledge of word collocation, as well as the correct use of prepositions.

The tutorial has three repetitive sections, consisting of texts with assignments. The texts of these sections are not adapted, only sometimes slightly reduced.

At the end of the textbook, an English-Russian dictionary is attached, including active vocabulary, indicating the numbers of the lessons (Units) in which they are entered.

The materials of the textbook have been tested for several years at the Faculty of Economics of the Moscow Agricultural Academy and in a number of other universities in the country in the form of the manual "English for Students of Economics". However, this textbook is an independent publication, significantly revised taking into account the suggestions made and the experience of the authors themselves. Lessons 1–12 and the section “Grammar and Word Formation” were developed by E. V. Glushenkova, lessons 13–18 by E. N. Komarova. General edition of the textbook - E. V. Glushenkova.

Market and Command Economies

Grammar and vocabulary:

1. Temporary forms of the verb (reiteration)

2. The verb to be combined with an infinitive

3. Turnover "to be + of + noun"

4. Noun in function of definition

5. Numerals (reiteration)

Assignment for home number 1

1. In the section "Grammar and word formation" work through § 1, 6, 7 and 9.

2. Determine the time and voice of the predicate. Translate the following sentences into Russian:

1. We translated this text at the last lesson.

2. Are you translating the text?

3. What were you doing when they came? - We were translating an exercise.

4. Has he translated this article? - No, he hasn "t.

5. He will translate the article in a week, I think.

6. We often translate from English into Russian at lessons.

7. This article has already been translated.

8. A new book will be translated by him next year.

9. This book was translated into Russian last year.

10. A lot of books are translated from English into Russian every year.

11. The fax is being translated now.

3. Translate into Russian the following phrases containing a noun in the definition function:

lecture hall, school year, university laboratories, command economy, market economy, government intervention, land resources, government restrictions, Soviet bloc countries

4. Determine by suffixes to which part of speech the following words belong:

economist, production, productivity, highly, mechanism, worker, limitless, manager, consumption, entirely, restriction, government, technical, decision, priceless, extensive, mainly, population

5. Translate into Russian the sentences containing the phrase to be + of + noun.

1. This book on economics is of great interest.

2. Independent work at the library is of great value to every university student.

3. These new machines may be of use on farms.

4. Knowledge of foreign languages \u200b\u200bmay be of great importance to everybody.

6. Translate the text Market and Command Economies and practice reading it.

7. In the text

1) highlight the phrases to be + of + noun;

2) determine the meaning of the verb to be before the particle infinitive to;

3) find nouns in the definition function.

Market and Command Economies

Economics is a science that analyzes what, how, and for whom society produces. The central economic problem is to reconcile the conflict between people "s unlimited demands with society" s ability to produce goods and services.

In industrial Western countries markets are to allocate resources. The market is the process by which production and consumption are coordinated through prices.

In a command economy, a central planning office makes decisions on what, how, and for whom to produce. Economy cannot rely entirely on command, but there was extensive planning in many Soviet bloc countries.

A free market economy has no government intervention. Resources are allocated entirely through markets.

Modern economies in the West are mixed and rely mainly on the market but with a large dose of government intervention. The optimal level of government intervention remains a problem which is of interest to economists.

The degree of government restrictions differs greatly between countries that have command economies and countries that have free market economies. In the former, resources are allocated by central government planning. In the latter, there is not any government regulation of the consumption, production, and exchange of goods. Between the two main types lies the mixed economy where market and government are both of importance.

Vocabulary minimum to the text

economics n 1. economic science; 2.economics

economic adj 1.economic; 2. cost effective; cost-effective

economical adj 1. economical, thrifty; 2.economic

economist n economist

economize v save; spend sparingly or use

economy n economy, economy

command economy - centrally controlled economy; non-market economy

free market economy free market economy

mixed economy - mixed economy

society n 1. society, social order; 2.society, organization, association

produce v produce, produce

production n production

demand n demand; demand; request; need

demand for smth - demand for smth.

to be in high / low demand - to be in high / low demand

Say in English:

increased by 1.7%; decreased (decreased) by 8%; increased by 1/3; decreased by 2/5 .; increased by 25%; decreased by 30.1%

d) Russian turnover in time matches the English word ... times without a preposition. For example: decreased by half- decreased two times.

Say in English:

decreased three times; increased fourfold; decreased many times; increased fivefold

e) Often spoken increased (decreased) from ... to… - increased (decreased) from… to…

Say in English:

decreased from 102% in 1988 to 57% in 1997; increased from 40 thousand tons in 1991 to 42 thousand tons in 1998; increased from $ 24,500 in 1996 to $ 24,650 in 1997.

3. Form participles I and II from the following verbs, name their Russian equivalents:

to work, to allocate, to limit, to analyze, to say, to make, to produce, to study, to buy, to sell, to give

4. Translate the following sentences into Russian, paying attention to the functions of the participles:

1. Exports are goods and services sold to other countries.

2. In free market economies changes in price are never results of regulations imposed by governments.

3. Imposing some restrictions on food prices, governments make it possible for all the people to buy enough food.

4. The 3.8 billion (billion) people of the world in the early 1970s had about 20 percent more to eat than the 2.7 billion living 20 years earlier.

5. Knowing that their resources are limited, people make a decision how to allocate them in the best possible way.

6. The government can regulate monopolies controlling the prices or supplying the products itself.

5. Form the degrees of comparison of the following adjectives and adverbs and translate them into Russian:

a) large, old, few, new; high, poor, low;

b) good, bad, little, many;

c) important, reliable, effective, difficult, limited, developed, popular;

d) effectively, soon, successfully, quickly, often, slowly, much, well

6. Translate the text Demand and Supply and practice reading it.

7. Highlight the participle phrases and participles I and II in the text.

Demand and Supply

Demand is the quantity of a good that buyers wish to buy at each price. Other things equal, at low prices the demanded quantity is higher.

Supply is the quantity of a good that sellers wish to sell at each price. Other things equal, when prices are high, the supplied quantity is high as well.

The market is in equilibrium when the price regulates the quantity supplied by producers and the quantity demanded by consumers. When prices are not so high as the equilibrium price, there is excess demand (shortage) raising the price. At prices above the equilibrium price, there is excess supply (surplus) reducing the price.

There are some factors influencing demand for a good, such as the prices of other goods, consumer incomes and some others.

An increase in the price of a substitute good (or a decrease in the price of a complement good) will at the same time raise the demanded quantity.

As consumer income is increased, demand for a normal good will also increase but demand for an inferior good will decrease. A normal good is a good for which demand increases when incomes rise. An inferior good is a good for which demand falls when incomes rise.

As to supply, some factors are assumed as constant. Among them are technology, the input price, as well as degree of government regulation. An improvement in technology is as important for increasing the supplied quantity of a good as a reduction in input prices.

Government regulates demand and supply imposing ceiling prices (maximum prices) and floor prices (minimum prices) and adding its own demand to the demand of the private sector.

Remember!

some- some, some, some

the same- the same, the same

as- as; as; as; as

as well- also also

as well as- just like

Remember!

such as - such (oh, - oh, - oh) like ...

as ... as - the same (same) ... as

as ... as possible - as possible ...

not so ... as - not the same ... as

as to - as for ...

the same as - the same as ...

Vocabulary minimum to the text

quantity n quantity; the size; magnitude

buy (bought, bought) v buy, acquire

buyer n buyer

demand v (smth) demand (smth.) need (smth.)

supply n offer (goods)

excess supply - excessive, excessive supply, market oversaturation

supply v to offer; supply; supply

to supply smb with smth to supply someone with something

to supply smth to smb to supply something to someone

sell (sold, sold) v for sale

seller n seller

equilibrium n equilibrium, equilibrium state, equilibrium position

equilibrium price

producer n manufacturer, manufacturer

consumer n consumer

consume v consume

shortage n scarcity, shortage, insufficient supply (goods)

raise v increase; increase; lift up

surplus n market oversaturation; excess, excess

reduce to decrease; reduce; cut

reduction n (in smth) reduction, reduction, reduction (smth.)

influence v (smth) to influence, to influence (to smth.)

influence n influence, impact

income n income (s), profit, receipts

increase n (in smth) increase, growth, increase, gain (smth.)

increase v increase), increase (Xia); grow; amplify

substitute good - substitute product (the demand for which changes in the opposite direction compared to the demand for another product, the price of which has changed)

substitute n (for smth) substitute (smth.)

decrease n (in smth) decrease, decrease, decrease (smth.)

decrease v decrease (Xia), decrease (Xia), decrease

complement good - addition product (the demand for which changes in the same direction as the demand for some other goods, the prices of which have changed)

normal good - standard quality product

inferior good - low quality product

rise (rose, risen) v rise; increase; increase

fall (fell gel, fallen) v fall; go down; go down

technology n technique, technology

input n investment, input resource, cost, investment

input price - price of resources, price of fixed assets

improvement n improvement, improvement

improve v improve (Xia), improve

impose v (on, upon) tax (tax, duty smb.) impose (obligations, fine) ",lay down (on smb.) " impose (to smb.)

private adj private; private; own

Classroom work number 1

8. Determine by suffixes which parts of speech the following words belong to:

information, development, situation, growth, productive, productivity, investment, important, agriculture, importance, health, agricultural, industrial, wealth, worker, active, activity

9. Select from the words below a pair of same root verbs and nouns and translate them into Russian.

to fall, consumer, to stabilize, organization, demand, to sell, buyer, influence, to invest, to improve, consumption, fall, improvement, stabilization, to intervene, to organize, investment, seller, to consume, to buy, to demand, increase, to reduce, reduction, to influence, to increase, intervention

10. Translate the following sentences into Russian, paying attention to participial phrases:

1., In East-European countries consumers couldn "t get goods, and factories couldn" t buy inputs at prices held low by governments.

2. Governments intervene in economies controlling the supply of money, limiting monopolies and helping private industries.

3. An improvement in technology will increase the supply of a good, increasing the quantity supplied at each possible price.

4. Governments regulate economic activities imposing some restrictions.

5. The governments can influence for whom goods are produced, taking income away from some people and giving it to others.

6. The high price for a good is the market mechanism telling suppliers it is now time to increase production.

7. The developing countries hope that the industrial countries will raise imports from the less developed countries imposing tariffs on imports from other industrial countries.

8. Income is money of all kinds coming in regularly to a person, family or organization.

9. Active money is money going from man to man and used by the people in buying and selling goods and services.

10. Reducing our imports, we decrease the exports of others.

11. At prices above equilibrium we have a situation known as excess supply, or surplus.

11. Choose the most appropriate word from the options in brackets.

1. The fashion for miniskirt (increased / reduced) the demand for textile materials.

2. Even in (some / the same) middle-income countries many people are very poor.

3. Government regulations sometimes (decrease / impose) a change in (technology / quantity) that producers do not want to use.

4. Stabilization of prices is of great importance to industrial nations (as well as / as well) the Third World countries.

5. Freeing up prices leads to their (decrease / increase).

6. (Inferior / normal) goods are usually low-quality goods for which there are higher-quality (improvements / substitutes) sold at higher prices.

12. Complete sentences using comparative constructs with words than or as.

1. The market is in equilibrium when the demanded quantity is as large ...

2. Prices rise when they are not so high ...

3. Prices rise when they are lower ...

5. The demand for inferior goods at high incomes will not be as high ...

Assignment for house number 2

13. Insert the following adjectives and adverbs into sentences, forming the appropriate form of degree of comparison:

high, important (2), many, large, low, effectively, much, great, clear, reliable, strong (2), quickly

1. Command economy relies ... on planning than on prices.

2. Knowledge of foreign languages \u200b\u200bis of… importance now than it was some 40 years ago.

3. The degree of government regulation in present-day Russia is… than in the Soviet Union.

4. Government inter vention in Sweden is as… as in Denmark or, probably…

5. Land quality is… for agriculture than for other industries.

6. If we want to have a… picture of economic life in the country, we must have… information.

7. In the 18th century the… part of national income in… European countries came from import and export tariffs. These days they play a ... role.

8. Governments can influence for whom goods are produced ... in economies with ... levels of government regulation.

9. If other things are equal, this firm will do the work ... than the others.

14. a) Russian nouns denoting changes in quality or quantity in English often correspond to a comparative adjective or participle II. For example: increase in prices - higher prices, increased prices; improved technology - better technology, improved technology. Translate the following phrases in two ways:

1. increasing income; 2. decrease in demand; 3. increase in investment; 4. market contraction; 5. increasing the supply; 6. improvement of technology; 7.increased resources

b) Translate into Russian:

1.greater shortage; 2. lower equilibrium price; 3.increased demand; 4. greater influence; 5.decreased input; 6.reduced government intervention; 7.greater restrictions

15. Rewrite the sentences, replacing the underlined relative clauses with participial clauses.

SAMPLE 1: Resources can be a serious factor that limits production. -\u003e Resources can be a serious factor limiting production.

1. Firms that produce computers act as buyers in the markets for the services of computer programmers.

2. A nation "s income is the sum of the incomes of ail the people who live in that country.

3. There are several factors that determine a consumer "s demand,

4. Individuals, families and governments that consume goods and services are called consumers in economics.

SAMPLE 2: Consumers typically buy a smaller quantity of the good that is sold at a higher price, -\u003e Consumers typically buy a smaller quantity of the good sold at a higher price.

1. Supply restrictions that are imposed by cartels are as characteristic of industrialized economies as of developing economies.

2. Excess supply is a situation in which the quantity of a good that is demanded bv buyers is less than the quantity that is supplied by producers.

3. Society increasing the quantity of one good that is produced at one time typically reduces the quantity of another good that is produced at the same time.

4. Some of the inputs that an individual uses are food, chairs and tables, but another input of great importance is time. The consumer "s time is limited, and this time limitation as well as his or her limited income influence the decisions that are made in dav-to-dav life.

SAMPLE 3: When societies act through their governments, they can make decisions on allocation of scarce resources. -\u003e Acting through their governments, societies can make decisions on allocation of scarce resources.

1. When we put demand and supply together, we can determine equilibrium prices and quantities in different markets.

2. When it increases the quantity of one good produced at one time, the society reduces the produced quantity of another good as its resources are scarce.

3. When people consume goods and services, they provide a basis for further production.

4. As they make up a major portion of the national income. US high technology industries dominate and influence almost all other industries in the country.

16. Insert prepositions where necessary.

1… a mixed economy the government may be a producer… private goods, for example, steel and motor cars.

2. An increase… the price… an input will lead to a reduction… the demand… that input.

3. The firm can sell as much as it wants… the market price.

4. A consumer "s tastes and income as well as prices ... other goods influence ... his or her demand.

5. Consumers almost always respond to an increase ... a good "s price ... a reduction ... the quantity ... it consumed ... them.

6. A change… the supply… a good and… its demand both influence… its equilibrium price.

7. Rupert Murdoch, the media magnate, is planning to supply the services… his network… satellites… Internet development. If Internet is operated… satellites, there will be access… it… televisions and mobile phones, not only… personal computers… the near future.

8… a command economy, plans are imposed… producers… government agencies.

9. Scientists and engineers have been developing substitutes ... natural building materials ... several past decades.

10. Supplying people… food as well as industry… raw materials, agriculture is… great importance… an economy.

Classroom work number 2

17. a) Demand and Supply.

1. What is demand?

2. What is supply?

3. When are the demanded and supplied quantities of goods high?

4. How are prices and the supplied and demanded quantities regulated by the market?

5. Which factors influence demand? How do they work?

6. Which factors influence supply?

7. How can governments regulate demand and supply?

b) Think and say:

1. How can prices for other goods influence the demand for a good? Supply examples.

2. What inferior goods can you name?

3. What may be the result of imposing ceiling prices?

18. Translate the following sentences into Russian, paying attention to the words some and the same.

At some price, which we call the "equilibrium price", the demanded quantity of a good equals the supplied quantity.

All markets have the same economic function: they form prices equalling the quantities of goods that people wish to buy or to sell.

There has been some rise of income in the past two decades in developing countries.

A less developed country is the same as a country of the Third World.

An association is an organization formed by the people having the same interests and held together by a system of management.

For the next twenty years the supply of energy will be limited in some sectors of the US economy.

A consumer group is a small group of people living in the same place who study the prices and the quality of consumer goods sold in shops, and make the information known to the public.

An improvement in technology is something that makes it possible for firms to produce more goods with the same quantity of inputs as before.

19. Translate sentences into Russian, paying attention to the different meanings of the word as and combinations with it.

If the rise in prices is very large and quick, the situation is known as hyperinflation.

As to price ceilings, without government regulation and organization they may lead to "black market" as well as other social and economic problems.

Complement goods are those goods which you cannot use one without the other, such as cars and petrol. As the price for petrol rises, the demand for cars reduces.

Only when demand equals supply, people can buy or sell as much as they want.

Harvest failures are the most important reason for changes in agricultural product supply, but there are other reasons as well.

Attempts to organize supply restrictions in coffee and cocoa have not been so effective as OPEC regulation of quantities of oil sold to other countries.

As the supply increases with an improvement in technology, firms want to produce more at the same price level as before.

Every firm wants to sell as many goods as possible.

20. Make up all possible word combinations from the words in the right and left columns and translate them into Russian.

quantity, to reduce, to rise, to impose, input, to raise, equilibrium, to fall, private, reduction, substitute

surplus, a seller, technology, input price, a good, a buyer, to raise, supply

decrease, surplus, quantity, to sell, technology, a good

shortage, technology, input price, seller, quantity, surplus, reduction

Assignment for house number 3

21. Translate the following sentences into Russian, paying attention to words and phrases from the vocabulary minimum to the text Demand and Supply.

1. If the price is higher than the equilibrium one, it will be falling till the equilibrium price is reached and there is no more surplus left. If a good is sold at a price below the equilibrium one, the price will grow and reach the equilibrium price till there is no more shortage of the good left.

2. Governments buy and produce many goods and services, such as defense, education, parks, and roads for firms and individuals.

3. Firms producing computers act as buyers in the markets for the services of computer programmers.

4. Governments, through their control of the quantity of money in the economy, can influence business activity.

5. With a reduction in input prices firms will supply more of a good at each price.

6. Inflation is a rise in the level of prices as demand is higher than supply because of an increase in the supply of money.

7. When there is a harvest failure, the producers "supply will decrease.

8. Supply restrictions imposed by cartels are as characteristic of industrialized economies as of developing economies.

9. Private sector in a mixed economy is that part of the economy that is controlled by private firms, not by government or corporations.

10. Excess supply is a situation in which, at a certain price, the quantity of a good demanded by buyers is less than the quantity supplied by producers.

22. Translate the following sentences into English:

1. As the price of a commodity rises, the quantity demanded decreases.

2. The situation in low-income countries has improved since 1965.

3. The task of the maximum price is to reduce the price for consumers, and the task of the minimum price is to raise the price for manufacturers and suppliers.

4. An increase in supply leads to an increase in the equilibrium quantity and a decrease in the equilibrium price.

5. When prices are reduced to the equilibrium price, there will be no surplus of goods.

6. If the price of one good falls and the prices of other goods demanded by the consumer remain the same, then the consumer will buy cheaper goods instead of expensive goods.

23. a) Expand the brackets and use the verbs in the appropriate form.

What (to happen) to the equilibrium price of a product when its quantity (to.supply) by producers (to change)? For example, with an improvement in technology of wheat production wheat farmers (to wish) and (to be) able (to supply) more wheat at a given price than they (to do) before. How it (to influence) the equilibrium price? Clearly, it (to fall). But if the weather (to be) poor, the (to supply) quantity of wheat (to decrease). How it (to influence) the equilibrium price? It (to go) up.

In 1984, police officers (to concern) with narcotics consumption in the United States (to show) what a change in (to supply) quantity (can) (to do). There (to be) a massive increase in the quantity of coca production in South America and the quantity of cocaine (to supply) to the United States (to raise) dramatically. The result (to be) a big fall in the price of cocaine. In some parts of the United States, cocaine (to sell) in 1984 for one-half to one-third the price of a year before. One of federal officials (to say): "At no time in the modem history of international drug control the price of a drug (to drop) by half so quickly "

b) Write five questions to the text.

Classroom work number 3

24. Insert the following words into sentences in the appropriate form:

to impose, the same, surplus, to buy, consumer, to rise, to increase, equilibrium price, as well as, to fall, shortage (2), inputs, normal

… Are the factors of production (land, labor, capital, materials) that are put into a business to produce goods and services.

When all goods are…, lower consumer income reduces the demanded quantity for all goods.

When the Beatles and Rolling Stones first became popular and the singers wore long hair, the demand for haircuts (haircut) suddenly ....

When income…, the demand for most goods increases. Typically, consumers ... more of everything.

At any time, the market price may not be the… leading to excess supply (…) or excess demand (…).

If there is a national food ..., a government may ... a ceiling price on food so that poor people can buy enough food.

Workers in poor countries having no resources for health and education are often less productive than workers using ... technology in rich countries. Aid without higher productivity it is hard ... investment in people ... in machinery.

Japanese ... pay as much as eight world prices for beef.

25. Insert the word lived combinations with it into sentences. Translate the sentences into Russian.

The newly industrialized countries ... Brazil, Mexico, Hong Kong, South Korea and Singapore, grew twice ... quickly ... the rich industrialized countries during the 1970s ... a group, their share of world exports increased from 3 percent in 1960 to 7 percent in 1987. These countries now play a larger part in the world economy than… countries… Sweden and Australia.

Capitalism is an economic system in which capital belongs to private persons who are free to carry on business ... they wish without any government intervention.

Alfred Marshall (1842-1924) is known ... an economist who played an important role in the construction of theories of consumer demand and contributed to many other areas of economics His Principles of Economics written in 1890 was a leading economics book for many years.

26. Compare the following statistics on the output of certain types of products in Russia in the 90s of the XX century, using samples. Make as many suggestions as possible for each sample.

SAMPLE 1: Car production in 1995 was lower than in 1997.

SAMPLE 2: Sugar beet (sugar beet) production in 1998 was not so high as in 1997.

Economic Indicators in Russia

Note: 1. "000 - thousand; 2. mln / t - million tons; 3. bcm - billion cubic meters

27. Read the text without using a dictionary. Answer the question that follows the text.

The Pope and the Price of Fish

It is interesting for a student of economics to learn how demand and supply analysis works in practice.

Until 1966 Roman Catholics were not allowed to eat meat on Fridays and ate fish instead. In 1966 the Pope said that Catholics could eat meat on Friday. What do you think happened to the average weekly price and average weekly quantity of consumed fish?

The demand for fish fell as some Catholics who had to eat fish before started eating meat on Friday when they were allowed to do so.

This is a simple example of the effect of a change in tastes (tastes) on the demand. The Economists said that lower demand would lead to lower equilibrium price and the quantity of demanded fish.

Studying reports on fish prices and quantities of sold fish in the United States before and after 1966 we can see that this is what happened.

Do you think tastes are as important for demand as prices of other goods in the markets? Supply examples.

28. Complete the data below the sentence by choosing the option corresponding to the content of the text read.

In 1966 the Pope said that Catholics ...

a) could eat fish on Friday, b) could eat meat every day of the week; c) could eat fish every day of the week.

In 1966, when Catholics were allowed to eat meat on Friday ...

a) the demand for fish increased ", b) the demand for fish decreased, c) the demand for fish remained the same.

The demand is influenced not only by consumer incomes but also by .. a) the price of other goods in the market, b) improvement in technology, c) consumers "tastes.

As the demand for fish fell ...

the equilibrium price fell, too;

the equilibrium price rose ",

the equilibrium price remained the same.

29. Modify the sample sentences according to the content of the text The Pope and the Price of Fish.

SAMPLE 1: The demand for fish after 1966 was (high) before 1966. The demand for fish after 1966 was not as high as before 1966.

The demand for meat before 1966 was (high) after 1966.

The quantity of sold fish after 1966 was {!LANG-0c2b3f7654715cfd2ee5262a66f4fd6e!}{!LANG-68d787edebc5bc1dd4ed7062086fd619!}

{!LANG-87d7c8c05b7b46bfc8daf213f0abfd90!} {!LANG-0c2b3f7654715cfd2ee5262a66f4fd6e!} after 1966.

{!LANG-9e5a43d036a4d261613e8ceebf09fcf6!} {!LANG-29aec335f68fe5f9b9216f15c3acb026!} after 1966.

{!LANG-0fd38e1dc16c903f5504bc49bd38c5dd!} {!LANG-4f049159f8ad245b47f80f7fb47d4ffa!}{!LANG-f42eace3936a99048bf2cb073588f550!}

{!LANG-3876dd31bd2ca8433b09b12d19c77093!} {!LANG-9daaa6189cac14baabb4046d12fcbd73!}

{!LANG-31bf0211a835e094e7e4dcddadf080a1!} {!LANG-0a45b48c47de9ea4b01a9aa9181f91d9!}

{!LANG-52072deb55513c3f4580adeaa32c6578!} {!LANG-9daaa6189cac14baabb4046d12fcbd73!}

{!LANG-bff668b4556cd4609cd58bc8cf5836fe!} {!LANG-0a45b48c47de9ea4b01a9aa9181f91d9!}

{!LANG-c444664aa3922d36df117c133d1ec1d2!} {!LANG-6fb650b879d91f675f9fa44072966739!}

{!LANG-37a46a7c4fb7f7495c8ccc69b97605d1!} {!LANG-7fcb3cfb9c3aa88fd47b19f05c98710c!}{!LANG-4c8fb2141db3f4231a060298bc72cbb1!}

{!LANG-e62cfd4c436caf8804fc8f09fa0d9f29!} {!LANG-82413c3fcc218ccd946ab3fbb6849291!}{!LANG-c6bbef814858f05af4b9d35a28f1a8eb!}

{!LANG-b3e1bd6a318017d584f202d5026289b7!} {!LANG-82413c3fcc218ccd946ab3fbb6849291!}{!LANG-0184705b876b98b608c693fba89259f5!}

{!LANG-2fd507611a20e0b8b22d1ac60fc2127e!} {!LANG-7fcb3cfb9c3aa88fd47b19f05c98710c!}

{!LANG-cdaef2b7a179b12d630e7a35535c71bb!} {!LANG-82413c3fcc218ccd946ab3fbb6849291!}{!LANG-4cb66dd6602a480d14f21878dd7011a1!}

{!LANG-d06a8d35ad6fdd0040a4ed0db4a43b6a!}

{!LANG-a57f5aa62689b9e15832679fd6523b5e!} :

{!LANG-692d159a619d09e9d7054a3be7c9d7d2!}

{!LANG-0be2ec8bf1e940d2a223fe380c8cf128!}

{!LANG-9920156c39d75498327804d00f33140b!} {!LANG-cdbb5aa3d7f26e63625d18a97b438db7!}

Assignment for house number 1

{!LANG-6927e7754dd03cd78311af67bdad4f06!}

{!LANG-37fd63e3718d0f436dd1b65cb010ee8a!}

{!LANG-b1877578b6b6e0c3bec56ca74c14ed32!}

{!LANG-f1420e60d9be622fbc0da12876c3e125!}

{!LANG-07301a7087c698ea155aa4cd81c4e922!}

{!LANG-9a63a18eae5ba136524f0664d5cb180b!}

{!LANG-7d3a78b1720ff7891a7a3a0d60f58868!}

{!LANG-f1c0906c6e692790d371547160bc0965!}

{!LANG-c17731e0c9f7e3e48da02581789eee57!}

{!LANG-43ac2825d8f76646bc5d54a400cc5aa2!}

{!LANG-ff32763fbf57ed3aab7241422220d32b!}

{!LANG-bdfa99aa889d55ff751853b523f0c21c!}

{!LANG-17d8db74e0948ce3ac2f2f0f153d8726!}

{!LANG-9fedb5894239ba01ef61af616d642c25!}

{!LANG-877f7d27a4bcab9d61b628b51549b5bd!}

{!LANG-fff365ffdaf8ed56781012f799d2f031!}

{!LANG-47b41d55aff6b029f871e3089abcacf6!}

{!LANG-6f097363f63373340acca632350e5bc0!}

{!LANG-46f7111eab3a72b62df1b702318e8c21!} {!LANG-6ab2f76269ca7773ff151ab5a9bfc3b3!} and practice reading it.

{!LANG-e222e3fe280d4b385ac38c59287792c4!}

{!LANG-77be0a2914a84de1924723e23dc9ed81!}

{!LANG-c6844e17323c000b15cfab24684ad15c!}

{!LANG-6ab2f76269ca7773ff151ab5a9bfc3b3!}

{!LANG-42b3bf02f6858195286972a2575de0f8!}

{!LANG-1323582a5a26a18288e037a8075bedfa!}

{!LANG-b7c907ce127746729c3ed356066fe83d!}

{!LANG-517c5317c18755e55a2118d93bc5f221!}

{!LANG-fe35d8b92830230497880d2ff2e26b84!}

{!LANG-203eb5325076e1fe72c0d5f40875d511!}

Vocabulary minimum to the text

{!LANG-3e8ef051abdd49c749d0331063521272!}

{!LANG-5dcaa754a3246c335b5d64f4766cf71c!} adj{!LANG-367b4d37cbb9284196b77adcec8bccbe!}

{!LANG-7cb4cb4809c7be9244fc7431340a44d3!}

{!LANG-78138db17d6940a8cc43fc2e1e9dee4b!} adj{!LANG-b798b4dd8258663bbba1e6c3c0e8b642!}

{!LANG-982432469a55e4f85741894a65ed91f9!}

{!LANG-e482ea866b858eb218ec0df83ec75aae!}

{!LANG-bd8cc1dbed080bc4c9d2d0ffcac6ea55!}

{!LANG-78d183300c37c031e1960984d96da77d!}

{!LANG-b78b617cd4ef83d736aa37e335524a82!}

{!LANG-806bd651bbc354475d7b8eaa00a74ed5!}

{!LANG-6ae215852c69d02d0451c38a08d30311!} {!LANG-4bcce3185df9dd20622c34f39c1e11e5!}

{!LANG-3003ff8f18d6b5f2f70d0844edba6905!}

{!LANG-49938869645f0e2caa18d5198a553bd2!}

{!LANG-c43bb40767bef52bc8beaa12279bff9d!}

{!LANG-83e378c3d416e9bcc1d9d2e8b290a6df!}

{!LANG-52c22ac0cd2d9be4c768f73e7356fa80!}

{!LANG-f9c73c3a6a7f6eaeb054b718807ef819!} {!LANG-f2744ad4a80ffdce6fbd52e1ff0336a6!}

{!LANG-51f2db8b08e2517fe0113e98fbde3543!} v{!LANG-d34fb21ca7e3c58c635730951ce76059!}

{!LANG-bf393f0d7ae0c7b86fafcfe964562f48!} {!LANG-ab20eb7e43e58c6b9b2d74fad5e4b14c!}{!LANG-3681f90b4d0be97a3e5aeaded5fadd13!} {!LANG-f54e3e20222e1807f808cb79474a4dd7!}

{!LANG-bda0d2078d7ac1ca68c96c5f50f8af6c!}

{!LANG-12139079b527cc2fd5ebf242589eed31!}

{!LANG-b68da26bc2c5aa45d2eb1c85900a64b6!} {!LANG-9a6c1838cf55830b5fa026fa315311ac!}

{!LANG-d391d70c24c011285cb318b84dc90681!}

{!LANG-9eec7adba5611194c794b49d03522a6c!}

{!LANG-8ce5d2688946643bf7a3c3518bf3f0c2!} v{!LANG-cb6358c11d3d462cb4c5400251bc8602!} {!LANG-c8e830d919994af51f3299c6d1fd0812!}{!LANG-e6d826ca07e3e2a34e3d500aba829f16!} {!LANG-09fafddc53606815bc31e2b86321f727!}{!LANG-1d68cc135260c45d0cc19228b91227da!} {!LANG-8b651c692ee46a3606dec2bff1695c21!}{!LANG-b1443c12aa130f5df6100f107ab7fdf8!} prep{!LANG-893126d15f8f2cdb91afc895f57f8608!}

{!LANG-1c6b8d9c52bf036c1de9a013e30f320e!} adj{!LANG-464f549f0c176e29623006f9b0731672!}

{!LANG-d9b205ca135783976730106e62d3da84!}

{!LANG-d551a9ff0f4f3f25879a3323d0afccb9!} {!LANG-da1292ff34758b7922346444a6cccd60!}

{!LANG-139d4fcd65c9d431c05da0bdc4426a64!}

{!LANG-f2aa5ee81993e0c10cdfb95a821ce2ba!}

{!LANG-7e03f8dc92c3c2ec8c4e765dd538d327!} v{!LANG-b0f3f59a87cb12d2c55fdef2fecaf10d!} {!LANG-01faec821098edbe74f852d393c4acf5!}{!LANG-6b0ab2f945d341a0b03e01b7c2368499!} (smth.)

{!LANG-0b32fa2df5c6bb2a60c7d352ba3c1c8f!}

{!LANG-1a4a5276cd9755d76996e2971d0eb013!}

{!LANG-e1dcd5cdc4d046064b7814caef16675f!} {!LANG-f8f75d3dce1a17ba6b55482caa559c43!}

Classroom work number 1

{!LANG-8fd41df76a57e0c25a7b016a97a7af33!}

a){!LANG-2d848ec196b750dccfdc1341e8b1f6e3!}

{!LANG-d0d233bc6bd5325a184c168ff9f73e13!}

{!LANG-2ee1d8be82215a62b278ab0959e462c5!} {!LANG-2b64b7ab7d3142d2749400f6bf40aef4!}{!LANG-430403c1670e22c8c98c13618696bb9f!} {!LANG-c2b8272ce9b385e29a16035757fe07c8!}{!LANG-4de77c798cfcacae2f48cda30e7fca48!}

{!LANG-d7af16c02056978b7fb0926295aafd2d!}

{!LANG-476f4cf3a074dbdf29872b64a6d132fa!}

{!LANG-06d8b85c3e1337ac306b941498887c24!}

{!LANG-b96d93ca5b0d3f9e1104286ddcc12931!}

{!LANG-f2304c6a97b14e5695c2817f62063482!}

{!LANG-edec4e36fd1da9e384aa05c5303d065e!}

{!LANG-d04601de7de94cfcc49264517b5cfe7a!}

{!LANG-85db5bda52d13efc801dcfecadbba9cd!}

{!LANG-92b07e69c8cc4f9896d852449957a3de!}

{!LANG-77ad65eeaa0cddc0a8df547ef514e320!}

{!LANG-24ea1ba8c71093d85e798fdbdbc3b422!}

{!LANG-eaaca715c0e68dc6f70e8b78761524d2!}

{!LANG-9c7fb897b391f9802883ad2ea6ac89c2!} {!LANG-bf072e9119077b4e76437a93986787ef!}{!LANG-53265f8f808f9c250c960861519953d0!}

{!LANG-bac6a4d351bbb012e38887dd8a71256c!}

{!LANG-0c6a8fe519d7d3cc5b84defd2b3b1610!}

{!LANG-7255c70bcda1cdf128c85b87b930a004!}

{!LANG-0207f4fd977b78a24421c799c8b748af!}

{!LANG-f493b99e4c93112fa23156c717fa2556!}

{!LANG-25b792a075b0ed8bbde133963fcdb161!}

{!LANG-1746c99c4213fb33418b7e84fc5d53bf!}

{!LANG-f0691182a3adb6365fd4bdf72e1dda1a!}

{!LANG-469666df90c03f740cac9e2464ea9217!} {!LANG-835db2a153b8693c8e6e200ba6f278b2!}{!LANG-5e302afe9b7ad9fcb8f6520b61ff0aa1!} {!LANG-631c8ce0ef6fa40ac3ddc274db0faf93!}{!LANG-b188b7159698344afdeb87e91be181fc!} {!LANG-603d43e117d40bf2fe1dd2fa9c0dcb3b!}

{!LANG-53d3839a9c2047efb21956ceadcfb275!} {!LANG-d647878edabd67d3103f43e7554c62c4!}{!LANG-d75489a6b71926f0cfeef8abd02510c9!} {!LANG-4f7569f03923cfa9fb2cc49fd1179a71!}{!LANG-02fd2ee2d41fc9ede94ac78d86bd00f9!} {!LANG-86526c3a2a53f2c8381f78d220ad5feb!}{!LANG-3f8011d97dc835f3ad038107e96613ab!}

{!LANG-3b9114d710d1b2d61ec6308b7922a61b!} {!LANG-c4553ab43925886a1207e498281cbbbf!}{!LANG-c7193417b99fcfcfec39d2d8bf2e9724!}

{!LANG-0b2c88268a6cacb9cf4cf83ecc4fe26e!} {!LANG-6acbf3646d8d83ae348d98415e5dd81f!}{!LANG-111807adb701dbac0ac79073a66b2a37!}

{!LANG-54d98749b3691c61cfc5a5fee9d87731!} {!LANG-2bee0f17d1b5e468e5b0e2189370f17e!}{!LANG-fa835eef9069c7ddea60dffad472487d!} {!LANG-41ff078af92b7e12cc184b840dd08282!}{!LANG-5443754d2351355445e189caf9cdb222!}

{!LANG-91cd8f105f2464ac1c544c6b5916de82!} {!LANG-7e7ee17668726f958550775ddf65b94f!}{!LANG-465c970c4e19e441b4565e68872d30ef!}

{!LANG-88a77f776f24c406d77d3f3ef658f701!} {!LANG-a2f406d0c3ce414ab7d1ce63c1327f7a!}{!LANG-2f51cab8e9a1d625a4622d7ce381b7be!}

{!LANG-dae88838dbe3c7a11a51010bebeb179b!}

{!LANG-d4f03407ca2b509e34252b83c50651b4!} {!LANG-5c7dff57aab7b5ce85c8b52100ac591f!}{!LANG-4cd458f7bfc3a85896c1dfa68062ad1d!} {!LANG-a5e83767a2a7465fe4109afd1423b1bd!}{!LANG-f916704fc39a5452a163072e3773edb9!}

{!LANG-e30bc3660aaf085120605e34c20164d9!} {!LANG-93f3adeba494fe6f6a198d758db8bf6c!}{!LANG-e919d07dbac04435b393744c5f5fb6af!}

{!LANG-3ed1136c477f016cb8d46f013097a9ad!} {!LANG-563b968dca3c00c0277bf6b4f2d307b8!}{!LANG-4e5daa1dfeea1abd67613052df8bda8b!}

{!LANG-cc87c416ba830dd5fee038f7db77e30a!} {!LANG-5f5fdb6c65af57c0661d559175308743!}{!LANG-78604f9cbe373e8fc1bddd6cf1a9dccd!} {!LANG-ad4e8fda1a7840d5e6d7f89fd31fefac!}{!LANG-9e1b0c3a75d6f9c534c1543e8e217684!}

{!LANG-70d567b3cc7779cded6e8aa321aecec8!} {!LANG-2a226e7f4d6530dadaa309d387871f0d!}{!LANG-8b050f7e353298a650fac0f704fbe3c1!}

{!LANG-c52f120bf0d382a54c5d731f7fc68261!} {!LANG-f0723426997604947028b1a0647cb656!}{!LANG-7b6c0548c572d143314d1a694e2ba894!}

{!LANG-4f969a6171e0de65c5573a937c99f3ff!} {!LANG-0f3fa2eed763b97616a6279d51fbd1e3!}{!LANG-674dc61179993825b34087093a731581!} {!LANG-a7c62362bbe3190b699982e1b2b93d6b!}{!LANG-0cfa11b71db756284564b91d934ac158!}

Assignment for house number 2

12. {!LANG-8767df9921ec7bd1a677314bcb2a80db!}

{!LANG-efb5137c16cc230944b04a98150da9fb!}

{!LANG-30875162f27e9f845110188fdef2a8ed!}

{!LANG-0ead9e18384467b76399802f6b815ef9!}

{!LANG-462d5ba0d11cfb339a010c9b896d4ffc!}

{!LANG-909ba767d618a109a4a2192d6bfc0d9f!}

{!LANG-045b0074fa3956e51f19c50594f16186!}

{!LANG-990bd751e1a8fba141944475e9005d7c!}

{!LANG-58d08b06c1cd21f652a68ce5442dfbcf!}

{!LANG-97103ea23b3a47d3dca3267d72506349!}

{!LANG-847aa50f56776f2de348f5ce9e85a85a!}

{!LANG-00598b1a54052c65847f730169cc9680!} {!LANG-7e476655ed0f2ba2b53a0e27c46c8f34!}{!LANG-92b7b312c104b05e3d2e5c9be0d56ddd!}

{!LANG-15a7f97043e616062296f4d111b4f892!} {!LANG-c31092798422a9332d07c04f38874b71!}{!LANG-e22c527e04ce29e978d690fcb3dcff66!}

{!LANG-28f739a510068a9a3fa8b7461778cdcc!} {!LANG-4b5cc8b16fd8f1bea25b790a0fe37263!}{!LANG-ade2693b78820ed351f9e208969bf50a!} {!LANG-7066a0c4c4f3ceccc509f508a5c8d2d0!}{!LANG-cd81b86adb539bb19b9e63bec56682b6!}

{!LANG-842d5a6cea17985b15d121f9c9a58f75!} (to influence){!LANG-1c2f342089102123695f01ab5f51967b!}

{!LANG-7e2dc8cb45858ff184f125d3d6489a3f!} {!LANG-f1d6b5c85318bb936ed9e3592a6e4fc8!}

{!LANG-fd418bfbed95a181f63ee008f34b2dc1!} {!LANG-1aad50e592653cd5c0b76e6b83612e7d!}{!LANG-3146dfb7d41b0e4bb80fa15b800ad525!}

14. Insert missing prepositions where necessary.

{!LANG-2b881895aa54fa603f08a8e515f37231!}

{!LANG-0278b4983e0941784cda212d51eb234d!}

{!LANG-c3f77d678bff86d8dd9b818898e20b9a!}

{!LANG-488b0887f28b8ffa05d7c801de0a0b8c!}

{!LANG-f7798b835b4163bdd6a6ac30b0609c80!}

{!LANG-6ea59b8a416549da240c31bd77446f81!}

{!LANG-1a98132862adafc8edccb805f2e45e93!}

{!LANG-631ddafe534d72af0083c129d8202064!}

{!LANG-ef075e82cd20716544851a8c71f5133e!}

Classroom work number 2

15. a){!LANG-fa7a1a4801fcbd7252e09e688b04a02d!} {!LANG-dc098015336ad258bc7922f4f054f891!}

{!LANG-53f4b614527a3c55e45b1da268b5c45d!}

{!LANG-55b2a38344688c278e69ee3f64e98cb4!}

{!LANG-a37a2fd12b95c31e79f893c6c08e1e8d!}

{!LANG-e03779bec67c8ebbe41e1d46de869363!}

{!LANG-15d0df3a7d80d5a753c363b19d26b1f5!}

{!LANG-04adace46462f636bccfd04f51e99ade!}

{!LANG-a522dbeab450552ef5e4b7da34959a48!}

{!LANG-e8852e21bf6f7143ad78cea84a946848!}

{!LANG-3c26d906dbc85c290e9ccd29fc8dd914!}

{!LANG-bb03044f5e0d3c5f5c5a83c93eccbca7!}

b) Think and say:

{!LANG-1c179f3f138882d559247aa39b52a64a!}

{!LANG-b8138f00698170feb117996ae0308425!}

16. Choose the most appropriate word from the options in brackets.

{!LANG-6492e98027d503298864ba745637e5e7!} {!LANG-00ac6ddc8f8e7cb914cf17c13ba2c135!}{!LANG-6616d04fa187772f9f09782891e5f167!} {!LANG-12da22b670f28c11331c8cacd36b6bda!}

{!LANG-03e36f8127be7a63132384aac1272803!} {!LANG-ddd5752b5fe66fd98fb9dcdee48b4473!}{!LANG-ae06f0eab30d25df4d225f86aa484842!} {!LANG-7bf223cd02ffda9c07b38c7b68a96bc7!}{!LANG-ab6e7dd1d5ab7981167861ff04391c66!} {!LANG-372e25f23b5a8ae33c7ba203412ace30!}{!LANG-fd95759ef972d6ac99cb8e53178a892c!} {!LANG-8a01704841b61ebd001ab059a8a31a0c!}

{!LANG-911593a0960b2d84ff38141240e6c496!} {!LANG-caa0993816cd83e06d63ef65438b2ee2!}{!LANG-795748ad7de4181f050cbb4de77bd72f!}

{!LANG-bc293dd64323ef115016c9c7c9534b8d!} {!LANG-454e64e0115b82bbe9e6fe9cfe6e9048!}{!LANG-72fcf29fd796abaf046b9bca9e1c27f6!}

{!LANG-c19bf367489be2224732881aac11c0ab!} {!LANG-119f26c1416b25e8b67400a097978194!}{!LANG-5f06a60d72e3c751651c6982e16c304d!} {!LANG-6d0e912a5d0c63957872f841548959d6!}{!LANG-f794c421fd682ad433eae30030a71e84!}

{!LANG-fed4fae456c926ebe69a7e7f145e2c4d!} {!LANG-99aecbd64fb09c1dc0d83f39126f227f!}{!LANG-e2bf9e3db43a46cb38842c262c988e2e!}

{!LANG-23bd3bd29e0787919392b1dbb33ee5ca!} {!LANG-c221555515f55a7d030759b846bacf1a!}{!LANG-c18a4d6a5271b7c2a4ee81a7de52254a!}

{!LANG-9c124e0bb40e26e350c0bf397fe7c818!} {!LANG-4ea8dbde96529b274e12e8bbe72f7442!}{!LANG-dc921f25edc3cfef3f03ed36a20ae4dc!}

{!LANG-f8432b30debcbb3a7cea3c92c6d2ea6d!} {!LANG-ecd4e0e8955b75c19a098fa066b7f6c8!}{!LANG-8f71fce85bad6019f921af26914fc472!}

{!LANG-24e90a14c29d1955b478c18750531253!} {!LANG-ef5fc8d32bbc30b181b4be80096824ac!}{!LANG-78257207e2947181b3e127694873ca1e!}

{!LANG-db63b600a27d209ac7caee52e7251f1a!}

{!LANG-691f38a0bd88c75fe8f455fde0c63e2a!}

{!LANG-8f381f30f377439b4c615e9f84d2da82!}

{!LANG-0a02a34454cd8c81afe68e0be0746f44!}

{!LANG-60adf3ad5a8a88088f7bb775a8e78de8!}

{!LANG-8a014a09f505643b0fd8e36dfde70683!}

{!LANG-caeeeb7c8579de7a77f4396e8edc44af!}

{!LANG-fe9fffa2d9b103fa71d04c5e58ba198e!}