问题 问答题

某百货商场为增值税一般纳税人,经营销售家用电器、珠宝首饰、办公用品、酒及食品。201 1年7月,该商场的财务总监张先生向其常年税务顾问发送了一封电子邮件,就发生的业务问题征询税务意见,相关业务如下:
(1)本月从国营农场购进免税农产品,取得的销售发票上注明价款100000元;运输农产品支付运费10000元、装卸费20000元,并取得运费发票,该批农产品的60%用于商场内的餐饮中心,40%用于对外销售。
(2)本月以一批金银首饰抵偿6个月以前购进某批洗表机欠款。所欠款项价税合计234000元。该批金银首饰的成本为140000元,若按同类商品的平均价格计算,该批金银首饰的不含税价格为190000元;若按同类产品的最高销售价格计算,该批首饰的不含税价格为220000元。
(3)6个月前收取一餐厅啤酒包装物押金10000元,月初到期,餐厅末返还包装物,按照销售时的约定,这部分押金即收归商场所有,百货商场的账务处理为:
借:其他应付款——押金10000
贷:其他业务收入10000
(4)受托代销某品牌公文包,本月取得代销收入117000元(含税零售价格),本月即与委托方进行结算,从委托方取得的增值税专用发标上注明的增值税税额为15300元。
(5)百货商场最近正在积极筹划开展部分商品的促销活动。目前有三种方案可以选择:方案一是,商品八折销售;方案二是,购物满1000元者赠送价值200元的商品(购进价为150元);方案三是,购物满1000元者返还现金200元。(以上销售价格及购进价格均为增值税专用发票上注明的价税合计数。假定商品销售利润率为25%,即销售1000元的商品,其购进价为750元。)
要求:根据上述相关业务,假定您为常年税务顾问,请按序号回答下列问题,如有计算,每问需计算出合计数。
(1)针对业务(1),计算百货商场可抵扣的增值税进项税额。
(2)针对业务(2),指出百货商场是否需要计算增值税或消费税。如果需要计算,计算增值税的销项税额,并计算消费税的应交税金。
(3)针对业务(3),判断百货商场账务处理和相关税务处理是否正确。如果不正确,列出正确的处理方式。
(4)针对业务(4),计算百货商场应缴纳的增值税。
(5)针对业务(5),假如消费者同样是购买一件价值1000元的商品,就目前可选择的三种方案,分别计算百货商场应纳增值税额及税前净利率;并从税前净利率角度,指出百货商场可以选择的最好方案,并简要说明理由。(不考虑城市维护建设税、教育费附加及个人所得税)

答案

参考答案:(1)业务(1)可以抵扣的进项税为:(100000×13%+10000×7%)×40%=5480(元)
(2)以金银首饰抵偿债务,需要视同销售计算增值税和消费税。
应纳增值税=190000×17%=32300(元)
应纳消费税=220000×5%=11000(元)
(3)业务(3),商场的账务处理和税务处理不正确,啤酒逾期的包装物押金是要缴纳增值税的,应纳增值税=10000+1.17×17%=1452.99(元)
借:其他应付款—押金 10000
贷:其他业务收入 8547.01
应交税费—应交增值税(销项税额) 1452.99
(4)业务(4),百货商场应缴纳的增值税=117000+1.17×17%-15300=1700(元)
(5)方案一:
商品八折销售,这是销售折扣,按减去折扣额后的金额确认销售收入。
销项税额=1000×80%÷1.17×17%=116.24(元)
进项税额=750+1.17×17%=108.97(元)
应纳增值税=116.24-108×97=7.27(元)
税前净利率=销售净利÷销售收入=(1000×80%÷1.17-750+1.17)÷(1000×80%÷1.17)=6.25%
方案二:
应纳增值税=1000+1.17×17%+200+1.17×17%-750+1.17×17%-150+1.17×17%=43.59(元)
税前净利率=(1000+1.17-750+1.17-150+1.17-200+1.17×17%)÷(1000+1.17)=6.6%
方案三:
应纳增值税=1000+1.17×17%-750÷1.17×17%=36.32(元)
税前净利率=(1000+1.17-750÷1.17-00)÷(1000+1.17)=1.60%
因为第二方案的税前净利率最高,所以百货商场应选用第二方案。

完形填空
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第四部分:任务型阅读(共10小题;每小题l分,满分l0分)
请认真阅读下列短文,并根据所读内容在文章后表格中的空格里填入一个最恰当的单
词。
注意:每个空格只填1个单词。请将答案写在答题卡上相应题号的横线上。
D.R.Gaul Middle School in Union, Maine, a blue-berry farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.
Gaul, with about 170 seventh-and eighth-graders, has its own history of lower level academic achievement. One likely reason: education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders(teachers included) are often kept at a respectful distance.
Since 2002, Gaul's students have been divided into four classes, each of them was taught almost every subject by two teachers. The goal: to find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork and sparks motivation for leaning.
Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and fields trips. If students are covering the Civil War in social studies, they're reading The Read Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.
Team teaching isn't unusual. About 77 percent middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four-or five-person teams, which Gaul tried before considering two-person teams more effective. Gual supports the team concept by "looping" classes (跟班)so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."
Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year--double the statewide average. Only 31 percent met the Maths standard, still better than the state average(21 percent). Their students also beat the state average in writing and science. And in 2006, Gual was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching’ arrival.
A Classroom with Context
 
Problems of the school
Being a farming town, it (71)______ little in education before.
(72)_____ education is considered less important.
The community is relatively (73)_____ rather than open to the outsiders.
 
Ways of solving the problems
The division of the classes is made and students are well (74)_____.
Individual schedules and lesson plans are (75)_____ by each team.
A strong (76)_____ between teacher and student is established through combining teams and looping.
 
Signs of (77)_____
72 percent of the eighth-graders (78)_____ Maine's reading  standard
(79)_____percent higher than the state average in Maths
The school beating the state average in writing and science
Four of the previous five years (80)_____ at least 20 percent test gains
实验题