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Файл:Теория и практика речевой коммуникации. Практикум
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Задания
1. According to Ahima,
a BMI continues to be the standard.
2. Since the early twentieth century
b why BMI is widely used.
3. Further studies show
c there's no single number that can
represent a healthy weight.
4. This raises the question of
d studies have linked obesity and
health.
5. Other methods
e that a low BMI can be dangerous.
6. All this explains why
f have their drawbacks as well .
Word
Affix
Meaning
profitable
-able
you can
Exercise 56. Match the sentence halves to make complete cor-
rect sentences.
Exercise 57. Use the underlined phrases in Exercise 56 in your
own examples. Write about one of the following areas or choose your
own: health, fitness and longevity, lifestyle.
Exercise 58. Read the sentences. Match the words and expres-
sions in bold with a word or expression from the box that has a
similar meaning.
different had an idea holes look like named/called notice proposed
1. Democritus formulated the notion that people could perceive
four primary tastes.
2. The cells appeared to resemble tiny keyholes.
3. Scientists put forward the idea that ...
4. The cavities came in four different shapes.
5. He termed it a map of the tongue.
6. The flavour was quite distinct.
Which of the expressions are more formal/academic and likely to
be written?
Exercise 59. Look at the sentences. Identify the meaning added by
the underlined prefix or suffix. Choose from the meanings in the box.
again full of not (x 2) too much you can
1. Oceana is a non-profit organisation.
2. There's a lot of unused potential protein swimming in the ocean.
3. Overfishing has devastated the fish population.
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4. Countries are urged to allow fish stocks to regenerate.
1. Our strong desire for sugar may
derive
a. of the early stages of diabetes.
2. A lack of sleep will often lead
b. by fluctuations in hormone levels.
3. Low energy levels are often
symptomatic
c. between obesity and heart
disease.
4.The lack of exposure to natural
light has impact
d. from our ancestors' continual an
search for sources of energy.
5. More profitable species such as salmon.
6. Smaller fish also contain fewer harmful pollutants.
Exercise 60. Complete the paragraph by choosing a verb and a
suffix from the box.
Verb: assess avoid develop disturb establish find perform sur-
round work
Suffix: - ings - ance - ment
Over the last few decades psychologists and neurologists have
made remarkable discoveries about the mysterious 1 ... of the human
brain, and how its 2 ... may be affected by genetic and external factors.
One aspect of psychological behaviour that both groups are still exploring is that of irrational fear- in other words, phobias . While the
reason for the 3 ... of these phobias in people is still a matter of debate,
it can clearly be seen that some are more common than others. Arachnophobia, or a 'fear of spiders', is at the top of the list, followed by a
fear of snakes and heights. Some people have strategies to manage their
phobias; they avoid disruptions to their routines and 4 ... in their daily
lives by ensuring that the object of their fear will not be encountered in
their immediate 5 ... and environment. People with ornithophobia, for
example, will often choose routes where there are few birds on the path.
These kinds of 6 … strategies, however, are not always successful.
Professor Mark Hopkins is well known in the field of phobia research.
Since the 7 ... of his clinic in 2001, his team has seen over 8,000 patients. When a new patient is referred to him, he will carry out a detailed 8 ... of the person's personality and background . His 9 ... then
enable him to work out the most appropriate treatment.
Exercise 61. Complete the sentences by choosing the correct
endings.
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5.A seasonal increase in pollen is
known to contribute
e to the incidence of allergies in
spring and summer.
6. Researchers are looking at how
mood is affected
f from untreated injuries in early
life.
7. It has been proven that there is a
clear correlation
g on the eyesight of young children.
Рекомендуемая литература
1. Cullen Pauline. Common Mistakes at IELTS Intermediate and
How to Avoid Them. Cambridge University Press, 2010.
2. Terry Morgan, Wilson Judith. Focus on Academic Skills for
IELTS. Pearson Longman, 2010.
3. Rogers, Bruce. The Complete guide to Ielts. United Kingdom
National Geographic Learning Cengage Learning, 2016.
43
8. LINE GRAPHS. BAR CHARTS
Цель: формирование общекультурных и общепрофессиональ-
ных компетенций через развитие знаний, умений и навыков при отработке письменных заданий в результате освоения данной темы.
Освоение вышеуказанных аспектов работы будут способ-
ствовать формированию следующих компетенций:
студент овладевает когнитивно-дискурсивными умениями,
направленными на восприятие и порождение связных монологических и диалогических текстов в устной и письменной форме (ОПК-3);
студент овладевает конвенциями речевого общения в ино-
язычном социуме, правилами и традициями межкультурного и профессионального общения с носителями иностранного языка (ОПК-5).
Освоение вышеуказанных аспектов работы будут способ-
ствовать формированию следующих знаний, умений и навыков
знать:
основные фонетические, лексические, грамматические,
словообразовательные явления изучаемого иностранного языка в
аспекте теории и диахронии;
стилистические ресурсы и дифференциацию языковых
средств русского и английского языков; закономерности функционирования изучаемого иностранного языка, его функциональные
разновидности, литературную норму, формулы общения, фразеологические единицы и т.д.; экстралингвистическую и лингвострановедческую информацию относительно этических и нравственных норм поведения, принятых в инокультурном социуме;
теоретические основы теории текста как категории меж-
дисциплинарного знания в соответствии с современными исследованиями русских и зарубежных учёных;
уметь:
выделять в тексте основные фонетические, лексические,
грамматические, словообразовательные явления иностранного
языка, объяснять основные языковые явления и закономерности их
использования в тексте, выбирать наиболее уместные языковые
средства изучаемого иностранного языка для построения аутентичных высказываний;
44
выбирать наиболее уместные языковые средства изучаемо-
го иностранного языка для построения аутентичных высказываний; определять и интерпретировать разнообразные лингвистические явления в их взаимосвязи с основной коммуникативной задачей; выявлять основные лингвистические феномены, которые являются барьером в успешном осуществлении коммуникативной
деятельности;
владеть
специальными приемами совершенствования умения вер-
бального и невербального общения, присущего носителям языка;
терминологическим аппаратом лингвостилистики и смеж-
ных дисциплин; методами и приемами лингвистического анализа
языковых единиц, текстов и их фрагментов различной жанровостилевой принадлежности; навыками научного подхода к работе
над текстом различной стилевой принадлежности с целью адекватного изложения его результатов на русском и английском языках в устной и письменной формах.
Теоретическая часть
One common way to present visual information is in the form of a
line graph. On the quest ion paper, you see a line graph with a title. The
instructions for writing your response appear in a box above the graph.
There is also a brief descript ion of the information in the line graph in
the box. There is usually a key (legend) which helps you to distinguish
the lines on the graph and tells you what each line represents. Your job
is to look at the graph and select, summarise and describe the most important information.
Line graphs typically show trends. A trend is a movement of data
in a general direction over time. On a line graph, trends are presented
by the direction of the lines. Trends can be upward or downward or
they can remain at the same level. An important part of your response is
to describe trends and to compare them.
The horizontal ax is usually involves units of time: days, months,
years, and so on. Usually the time represented in the task is in the past,
but some graphs include projections about the future. The vertical axis
can show almost any kind of data: costs, temperatures, rainfall, amounts
of some commodity, population figures, and so on.
45
Here are the basic rules for writing about a line graph:
• Look at the graph carefully and decide what the most important
information and striking features are.
• Write a well-organised overview.
• Include data to support the key points.
• Use an academic register or style.
• Write at least 150 words.
• Complete the task in about 20 minutes.
• Include only the key points. Minor details or irrelevant data can
be left out.
• Don't do any calculations or give your opinion about the infor-
mation.
This task tests your ability to look at and identify the most im-
portant and relevant information and trends in a bar chart, and then report the information in your own words.
On the question paper, you see a bar chart with a title. The instruc-
tions for writing your response appear in a box above the chart. There is
also a brief description of the information in the bar chart in the box.
There is usually a key (legend) that ex plains what each bar represents.
Your job is to look at the chart and select, summarise and describe the
most important information.
Bar charts represent different values with rectangular bars. They
present the same sort of information that is found in line graphs
but in a different form. Typically, one axis represents some numerical
value such as costs, income, birth rates, temperatures, etc. The other
axis can represent many different types of information: units of
time, different countries or cities, means of travel, sources of energy, and types of people (male and female; employed and unemployed; teenagers and adults, etc.).
Bar charts are often used to compare things and many bar charts show
trends- changes in numbers in a certain direction over time. You should
describe these trends and compare and contrast them in your response.
However, be aware that not all bar charts show consistent trends.
There may also be exceptions. For example, a chart may show that
the number of people who use smart phones has been growing annually
except for one year.
46
It is important to look at the bar chart carefully and think about
the information in the chart. You shouldn't write about all of the information; you have to choose the points to write about carefully.
Here are the basic rules for writing about a bar chart:
Include data to support the key points.
Use an academic register or style.
Write at least 150 words.
Write at least 150 words.
Complete the task in about 20 minutes.
Include only the key points. Minor details or irrelevant data can
be left out.
Задания
Exercise 62. Work in pairs. Complete the sentences (1-9) with
the correct ending (A-1).
1. Your overall task is to identify and write about
2. You should write
3. You aren't required to write
4. The graph usually has
5. The text box above the graph includes
6. The numbers on the horizontal axis usually represent
7. The key on a line graph provides
8. The direction of the lines on a line graph shows
9. You have about
A. information about what each line represents.
B. units of time.
C. over 150 words.
D. trends, which can be rising, falling, or level.
E. an explanation or analysis of the information on the graph.
F. the most important information shown in the line graph.
G. 20 minutes to complete the task.
H. a title above it.
I. instructions and some information about the graph.
Exercise 63. Read the instructions and answer the question.
Which aspects of the task did you find difficult?
47
Exercise 64. Work in pairs. Read the tips and tactics and dis-
cuss these questions.
A. Which tips and tactics do you think are the most useful?
B. Did you use any of these tips and tactics when you answered
the sample question in Section B?
C. Which tips will you use in the future?
1. The first step is to look carefully at the information in the line
graph. Don't rush through this step. Make sure you understand the
graph before you start to write.
2. Underline important words in the question and circle important
points on the graph.
3. Identify what key information is being presented in the graph
and which important dates figures or striking features you'll need to
write about.
4. Plan your writing. You can usually divide it into three para-
graphs: introduction, first main paragraph and second main paragraph.
5. If the line graph has more than two lines, try to arrange the data
into two or three groups. For example, you could divide the data into
rising trends and falling trends.
6. Look carefully at the timeframe that the graph covers and work
out what tenses you need to use (past, present, present perfect or future).
48
7. Begin with an introductory sentence that describes the graph in
general terms, but don't repeat the exact wording of the question.
8. Then describe one or two general trends shown in the graph.
Don't go into detail; just report the most important trends you see when
you look at the graph.
9. In the first main paragraph, select and write about the features
that are most important and interesting, for example, rising or falling
trends, or where lines intersect, and include relevant data to support the
points you make.
10. Focus on the general direction of a trend; don't write about each
change in direction of a line.
11. Don't try to write about all the data in the line graph and don't
include details that are irrelevant to the main trends.
12. Remember, don't try to analyse or explain the information in
the graph, or do any calculations; just describe and report it.
13. Keep track of the time. Don't spend more than 20 minutes on
Task.
14. Make sure your handwriting is clear and legible.
15. Keep in mind the criteria that the examiners use to mark your
response.
Exercise 65. Look at the title and the graph about average
temperatures in Paris, Dubai and Melbourne. Write four introductory sentences about the graph. Try to use different sentence structures and vocabulary in each sentence.
49
Describing trends
UP
rise (n) There was a rise in production costs to the highest level of
the year in July.
go up (v) Between 1900 and 2000, the population went up by
over a million people.
grow (grew, grown) (v) The number of first-time users grew rap-
idly in 2015.
growth (n) There was a rapid growth in the number of first-time
users in 2015. increase (v) The numbers of cyclists increased between
2005 and 2010.
increase (n) There was an increase in the number of cyclists be-
tween 2005 and 2010.
DOWN
decline (v) The construction of new homes declined for ten years
in succession .
decline (n) There was a decline in the number of new homes for
ten years in succession.
go down (v) After a brief rise, imports went down again.
decrease (v) Average test scores decreased at three of the schools.
decrease (n) There was a decrease in test scores at three of the
schools.
drop (v) In 2008, foreign investment dropped by over 20 %.
drop (n) In 2008, there was a drop in foreign investment of over
20 %.
fall (fell, fallen) (v) The number of overseas students fell in 2013.
fall (n) There was a fall in the number of international students in
2013.
SAME
stay the same The company 's market share stayed the same.
remain constant For three months, the percentage remained
constant.
UP AND DOWN
fluctuate (v) The number of seasonal workers employed by the
company fluctuates each year.
fluctuation (n) There have been fluctuations in the number of
seasonal workers employed by the company.
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