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Файл:Теория и практика речевой коммуникации. Практикум
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LINKING WORDS / COMPARISON (SIMILARITIES)
likewise The inflation rate in Japan was fairly low in 2010; like-
wise, the rate in Switzerland did not go up much.
similarly The money that the government spends on the arts repre-
sents only a tiny portion of the total budget. Similarly, only a small
amount is spent on social services.
CONTRAST (DIFFERENCE)
however The number of male faculty members stayed the same .
However, six new female faculty members were hired.
on the other hand The number of radio stations playing classical
music declined; on the other hand, two new news stations opened .
in contrast In 2010, the average age in Japan was 44.6 years ; in
contrast, in Yemen, the average age was only 16.4 years.
although Although health care remained a significant portion of
families ' budget in 2005, it wasn’t 't as high as in 2004.
whereas The number of marriages declined during that period,
whereas the number of divorces increased.
but California had a dry winter, but there was a lot of snow in the
Rock y Mountain states.
LIKE, UNLIKE, ALIKE
Like the cost of shipping, the cost of packaging has gone up.
Meat, like fish, contains a lot of protein.
Unlike some members of the European Union, the UK does not
use the euro as its currency. The US, unlike Japan, does not have a system of high-speed trains.
... and ... are alike (in that) The health care industry and infor-
mation technology are alike in that they are both adding new jobs.
INTRODUCTIONS AND CONCLUSIONS
First, ...
First, Let's consider the data in the bar char t.
Turning to ...
Turning to the pie chart, ...
Next, ...
Next, Let's examine the data in the second chart.
Having considered ... , let's ...
Having considered the bar chart, let's look at ...
Meanwhile, ...
Meanwhile, the information in the second graph shows that ...
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It's clear ... that ...
It's clear from the data in the chart that ...
It's obvious that ...
It's obvious that an overwhelming number ...
It's easy to see ...
It's easy to see which country produces the most ...
In conclusion, ...
In conclusion, the relationship between the two graphs is .. .
On the whole, ...
On the whole, these graphs show that . . .
To conclude, ...
To conclude, while the first graph tells us that ...
From the information ...
From the information in the two charts, it's clear that ...
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.
72
Цель: формирование общекультурных и общепрофессио-
нальных компетенций через развитие знаний, умений и навыков
при отработке письменных заданий в результате освоения темы.
10. DIAGRAMS. MAPS AND PLANS
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, сло-
вообразовательные явления изучаемого иностранного языка в аспекте теории и диахронии;
теоретические основы теории текста как категории междис-
циплинарного 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;
выбирать наиболее уместные языковые средства изучаемого
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;
73
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
There are several types of diagram. You may see a diagram with
a clear beginning and a clear end, a diagram involving alternative
stages, a diagram which shows two processes (one that follows
another) or a cyclical diagram.
Here are the basic rules for writing about a diagram:
• Look at the diagram carefully and decide what the most im-
portant steps are.
• Write a well-organised overview.
• Mention all the steps in the process in your response, alt-
hough you can omit minor details .
• Use an academic register or style.
• Write at least 150 words
• Complete the task in about 20 minutes.
This version of task tests your ability to look at visual information
presented in maps and plans, and describe the information in your own
words.
On the question paper, you see one or two maps or plans with a ti-
tle. You may see maps of a city or town, a university, a park, or an island. You may also see plans - for a shopping centre, an office building
or a factory floor.
The instructions for writing your response appear in a box above
the maps. There is also a brief description of the map in the box. There
is usually a key (legend) that explains what certain features and symbols on the maps mean. The maps may also include the scale (distance
marker) of the map (e.g . in kilometres) , and a compass arrow to show
direct ion (North/South/East/West).
Typically, there are two maps or plans showing the same site at
two different points in time. The maps and plans indicate the time periods that they represent with labels. Your job is to describe the changes
74
that too k place at that location during that time period. There are a
number of changes from the earlier map to the later one. For example,
on a map these might involve the building of new roads, the replacement of one building with another, or the movement of one feature to
another part of the map.
Задания
Exercise 86. Work in pairs. Look at the diagram below and an-
swer the questions.
1. What process is illustrated in the diagram?
2. What type of diagram is this?
3. How could you summarise the entire process in one sentence?
4. How many steps are shown?
5. Should you write one sentence for each of the steps?
6. What step should you mention first?
Recycling glass
Exercise 87. Use the rules about the task to help you. Which
aspects of the task did you find difficult?
Exercise 88. 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?
75
b. Did you use any of these tips and tactics when you answered
the sample question?
c. Which tips will you use in the future?
1. The first step is to look carefully at the diagram. Look at each
picture or stage. Don't rush through this step. Make sure you understand
the diagram before you start to write.
2. Underline important words in the question and identify what
process is being presented in the diagram.
3. Plan your writing. You can usually divide it into three para-
graphs: introduction, first main paragraph and second main paragraph.
4. Begin with an introductory sentence that describes the diagram
or process in general, but don't repeat the exact wording of the question.
5. Then write a sentence about the entire process, for example,
write about the number of steps and the beginning and ending of the
process. Don't go into detail; just write about the whole process. For
example: The diagram shows the seven major stages involved in ...
6. Next, divide the steps shown in the diagram into two para-
graphs. If the diagram shows a single process, choose a logical pointone of the major stages in the process- and divide your answer into two
parts there.
7. You should try to mention all the steps in a process, but you can
omit minor details.
8. Follow the order of the steps in the process. Usually, it's clear
where a process begins. In the case of cyclical processes, choose the
most logical starting point in the process.
9. Use sequencing words and phrases to separate the steps of the
process, e.g. First of all, . ..; Next, . ..; Finally . .., etc.
10. You should generally use present passive verbs (is/are done) or
passive modal verbs (should be done, can be done) to describe the steps
in the process.
11. For important steps, you may want to provide examples or of-
fer more explanation. (Next, . . . should be done. In other words, ...)
12. You can reuse technical terms from the labels on the diagram
but write them in your own sentences.
13. No concluding paragraph is necessary for this type of response.
14. Remember, don't try to ex plain why the information in the di-
agram appears the way it does or give you r opinion about the process.
76
15. Keep track of the time. Don't spend more than 20 minutes on
Task 1.
16. Make sure your handwriting is clear and legible.
17. Keep in mind the criteria that the examiners use to mark your
response.
Exercise 88. Skills-building exercises
These words or phrases can be used to describe the steps or stages
of a process.
First, ... First, a suitable location must be found.
First of all, ... First of all, the water must be purified.
The first step/stage ... The first step in starting a business is to
write a business plan.
The process of ... begins with ... The process of mining begins with
locating a rich source of the mineral.
Next, ... Next, the raw materials are cleaned.
The next step ... The next step is to test the machine.
Then ... Then the tank is filled with water / The water is first fil-
tered and then poured into the tank.
Following this ... Following this, the valve must be opened.
The following step ... The following step is to collect as much in-
formation as possible.
After ... After the two types of materials have been separated, they
are stored in large containers.
After this, ... After this, you need to pre-h eat the oven.
Once ... Once funds have been deposited, customers can write
checks or withdraw cash.
Finally, ... Finally, the adult female lays eggs and the process be-
gins again.
The final step/stage ... The final step is to make sure that all the
parts are correctly connected.
The last step/stage ... The last step in applying to the university is
to submit your application before the deadline.
Exercise 89. Look at the diagram about drying out a mobile
phone. Then rewrite the steps in the process using expressions in
the language box to help you.
Step 1: The phone must be removed from the water as soon as pos-
sible.
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Step 2: The phone should be placed on paper towels.
Step 3: The case should be removed and the back of the phone tak-
en off.
Step 4: The phone should be dried with a soft cloth.
Step 5: The battery and the SIM card should be removed. They
should be dried off. (Write this as one sentence).
Step 6: A vacuum cleaner can be used to remove remaining water
from the inner sections of the phone.
Step 7: The phone can be placed in a bag of uncooked rice over-
night to soak up any remaining water.
VERB FORMS FOR PROCESS DIAGRAMS
In most process diagrams, the emphasis is on the action, not on the
person. Therefore, you will generally use verbs in the passive in your
response.
Present passive The pigments are then mixed with oil (Used to
describe industrial, agricultural, or business processes).
Present perfect passive After a bill has been signed by the presi-
dent, it becomes law Once the students' papers have been graded, the
results are recorded (In clauses beginning with the signal words Once . .
. or After ...).
is + to + infinitive The first step is to take the patient's tempera-
ture . The final step is to send the email.
Present simple active An adult butterfly emerges wet and
shaky from its cocoon (For biological or other natural processes).
Passive modal verbs Next, the can of paint should be thoroughly
shaken.
The two holes must be lined up carefully. (In a response to a 'how
to' process: how to paint a room, how to change the oil in your car, etc.)
Imperative (Command) form First, break the eggs in a bowl and
then add milk. Next, heat the oil or butter in a pan (Can also be used in
responses to 'how to' processes).
Exercise 89. Think about the metamorphosis of a frog. (Meta-
morphosis is the process by which an animal changes its form as it
matures.)
a. Write sentences for each of the steps in the process.
b. Use an appropriate form of the verb given and use words that
signal sequence.
78
1. produce
2. emerge
3. start
4. transform into
5. develop into
Exercise 90. Find the diagram which shows the steps involved
in producing coffee. Then complete the sentences describing the
process. Use the correct verb forms.
1. The first step ... .
2. Then, the seedlings ... .
3. Next, what are called the cherries … .
4. The following step… .
5. Once the green coffee ... in bags, it can ... in container ships.
6. Green coffee is next ...
7. After the coffee beans ... .
8. Coffee must ... by professional tasters.
9. After that, the ground coffee ... in cans or bags and then it ... in
stores.
10. The final steps ... and to enjoy it.
Exercise 91. Find the diagram about the life cycle of a star.
Answer these questions.
1. What process is shown?
2. What alternatives are shown in the diagram?
3. How many stages are there in the life of an average star?
4. How many stages are there in the life of a massive star?
Exercise 91. Complete the paragraph to describe the process in
the diagram. Use signal words for the alternative steps.
A stellar nebula may either 1 ... or 2 .... If 3 ... , it next changes into
a red giant. 4 ... it is transformed into a planetary nebula. 5 ... a white
dwarf.
If 6 ... , it later becomes a red supergiant and then may eventually
experience a supernova.
Exercise 92. 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?
79
b. Did you use any of these tips and tactics when you answered
the sample questions?
c. Which tips will you use in the future?
1. The first step is to look carefully at the maps/plans. Don't rush
through this step. Make sure you understand the maps/plans before you
start to write.
2. Underline important words in the question and look for differ-
ences between the first map/plan and the second and mark these differences on the map/plan. Look at the key and the scale, if there is one.
Decide which changes are the most important.
3. Plan your writing. You can usually divide it into three para-
graphs: introduction, first main paragraph and second main paragraph.
4. Look carefully at the time period for each map/plan and work
out what tenses you need to use (past, present, present perfect or future).
5. Begin with an introductory sentence that describes the
maps/plans in general terms, but don't repeat the exact wording of the
question.
6. Then describe one or two of the main changes. Don't go into
detail; just report the most important changes you see when you look at
the chart, e.g. In 2010, the town of Southport was considerably larger
and more urbanized than it was in 1980.
7. In the first main paragraph, write about the most important
changes first. Choose the most significant changes in the second map
and compare it with the first map.
8. In the second main paragraph, describe the remaining changes
and again compare the first map with what you see in the second.
9. You should generally use the passive form to describe changes
that occur to rooms, buildings, roads, parts of a town, etc.
10. Use information from the key in your response and use the
scale, if there is one, to estimate distances, e .g. The new library is located about a kilometer north of the old one.
11. Remember, don't try to ex plain the changes, or give your opin-
ion; just describe and report them.
12. Keep track of the time. Don't spend more than 20 minutes on
Task 1.
13. Make sure your handwriting is clear and legible.
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