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Ex. 8. The pie charts show the average household expenditures in a country in 1990 and 2012. Look at the phrases in italics in the text below. Choose the phrase which sounds more formal.

Average Household Expenditures

The two pie charts give information about what households spent their money on / household expenditures on goods and services in 1990 and 2012. It is immediately obvious that there are some quite significant differences / some things are significantly different between the two charts.

In 2012 the largest proportion of expenditure was / most money was spent on food whereas in 1990 it was on housing, with food at just 11.2 %. There is a great difference in terms of the amount of money people spent on housing / housing expenditures between the two years. In 1990, 72.1 % of the total household budget / the total of what households spent went towards housing, compared to only 22 % in 2012.

There has been a notable increase in / People have notably increased the amount of money spent on transportation between the two dates. In addition, the charts show a significant rise in the proportion of money spent on health care / that people spent more on health care in 2012 compared to 1990.

There are some similarities, however. For example, in both 1990 and 2012 people spent a similar proportion on education. / the proportion of education expenditures was roughly the same.

Ex. 9. The bar charts below show male and female fitness membership between 1980 and 2010. Fill in the gaps with the appropriate words from the box.

91

represents

dipped

fluctuations

reached

marked

began lower

indicates

rates

The chart shows male and female fitness membership over a thirty– year period. The vertical axis ……………… the number of members. The horizontal axis represents the period from 1980 to 2010.

Overall, the chart ……………. that there were greater

………………. in fitness membership among men than among women. The number of male members started the period at just over two thousand and ………………. highs of four thousand in 1985 and five thousand around 2005. The lowest …………….. were in 1995 and more recently in 2010 when the rate …………… as low as one thousand.

Female fitness membership ………………. at one thousand, doubled by 1985, and then fluctuated between two and three thousand for the remainder of the period. When male rates were at their lowest, female rates were higher. This was particularly true in 1995 when over three thousand women held fitness membership.

In brief, there were ………………. differences in rates of male and female fitness memberships in the period covered.

Ex. 10. Match the facts with the generalizations. Then rewrite these sentences using the Passive Voice using the following structure:

This is shown/demonstrated/illustrated by the fact...

92

 

FACTS

 

GENERALISATIONS

1. 75 %

of

working

a. ____ This indicates that

mothers who have full-time

vegetarianism is becoming more

jobs buy ready-made meals.

 

popular among the younger generation.

2. A

significant

number

of

b. ____ This shows that the older

people in the UK have given up

generation is taking more of an interest

smoking in the last three years.

in health and fitness.

3. A significant number of

c. ____ This shows that the older

people aged between 16 and

generation is taking more of an interest

25 do not eat meat at all.

 

in health and fitness.

4. A

large

number

of

d. ____ This shows that more

young

women have joined

young people can now afford to take

judo, karate and self-defense

holidays abroad.

classes in the last year.

 

 

5. A

large

proportion

of

e. ____ This illustrates that more

men and women over the age

people are concerned about the effects

of 60 are joining gyms and

of smoking on their health.

health clubs.

 

 

 

 

6. 30 % of

all

European

f. ____ This demonstrates that

holidays are booked by 18–30

young women are more aware of the

year-olds.

 

 

 

need to be able to defend themselves in

 

 

 

 

 

certain situations.

Ex. 11. The tables below give information about the amount of beer and fruit juice consumed per person per year in different countries. Fill in the gaps with appropriate data.

 

Beer

 

 

Fruit juice

 

 

Country

Amount*

 

Country

 

Amount*

1

Ireland

155 litres

1

Canada

 

52.6 litres

2

Germany

119 litres

2

United States

 

42.8 litres

3

Austria

106 litres

3

Germany

 

38.6 litres

4

Belgium

98 litres

4

Austria

 

37.3 litres

5

Denmark

98 litres

5

Sweden

 

35.5 litres

6

United Kingdom

97 litres

6

Australia

 

34.4 litres

7

Australia

89 litres

7

Finland

 

33 litres

8

United States

85 litres

8 United Kingdom

 

29.3 litres

9

Netherlands

80 litres

9

Netherlands

 

28.1 litres

10 Finland

79 litres

10 New Zealand

 

24.8 litres

_________

*Litres per person per year.

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The tables show the amount of beer and fruit juice consumed per person per year in countries around the world. Beer is most popular in Ireland, with

the average person in Ireland drinking .........

litres per year. Germany ranks

second with ...............

litres per person. In fact, the top six countries in terms

of consumption of beer are all European. Australia and the United States come next in seventh and eighth positions, with the Netherlands and Finland consuming the least beer of the countries mentioned. Finnish people only drink an average of ................. litres of beer a year.

The country which consumes the greatest quantity of fruit juice per capita is Canada. Canadians drink an average of ................. litres each a year, and that’s almost double the consumption of New Zealand, which is placed at the bottom of the table. Another North American country, the United States, comes second in the table, while German drinkers are ranked at number three, consuming an average of ............... litres annually. Swedes drink approximately the same quantity of fruit juice as

Australians, which is

..................

litres per year. The Finnish and the

British drink ...............

and ..............

litres per year respectively.

Ex. 12. The chart shows the division of household tasks by gender in Great Britain.

Source: Office for National Statistics on behalf of the Controller of Her Majesty's Stationery Office.

94

(a)Study the sentences below and then write three similar sentences about other parts of the chart.

1. Women spend over twice as much time doing kitchen tasks as men. 2. Men spend 30 minutes a day doing kitchen tasks whereas / while

women spend 74 minutes a day.

3. Women are more active in the kitchen than men (74 minutes a day for women as opposed to 30 minutes for men).

(b)Look at the following sample answer to the writing task. Write a word in each space.

The chart shows the average number of minutes per day men and

women in Great Britain spend on jobs around the house.

In total, men spend just

.................... two-and-a-half hours on

household tasks whereas women spend slightly

.................... than four

hours. Women spend more than ....................

as much time doing kitchen

tasks such as cooking and washing ....................up

men (74 minutes for

women as opposed ....................

30 minutes for men). Women are also

more active in cleaning the house (it takes 58 minutes of their day

compared ....................

13 minutes for men) and in childcare (women put

in more than twice as ....................

 

time as men).

On the other hand, men are ....................

active in gardening and pet

care, where they spend twice as

.................... time as women, and in

maintenance and DIY, on which they spend 15 minutes more ....................

women. Women account for almost all the combined time spent on washing and ironing clothes. This takes them 25 minutes, ....................

men spend just 2 minutes on this task.

Overall, the figures show that women spend more time on routine domestic chores than men, .................... men do more household maintenance, gardening and pet care.

Ex. 13. Fill in the blank with an appropriate preposition.

1. As shown ... the data ... table 1, the lightweight materials outperformed traditional metals.

2. In February, sales increased ... $ 50,000. The following month, there was a further increase ... $ 20,000. In April, they remained constant ...

$ 70,000.

3. Sea levels are estimated to be rising ... a rate ... 1.8 mm per year. 4. The pass rate fluctuated ... 2010 ... 2012.

5. The graph shows the average rates of pay ... workers ... four key industries.

6. As can be seen ... the data, the defect rate has declined.

95

7.The rate rose dramatically ... September 2012 ... February 2013.

8.The drop-out rate reached a peak ... 17 % in 2011.

9.As revealed ... the graph line, earnings have decreased.

10.The percentage fluctuated ... 5 % ... 5.5 %.

11.The chart shows rates ... pay ... urban and rural areas.

Ex. 14. Choose an appropriate verb.

1.The results indicate/establish that there is a link between the data compared.

2.The table suggests/shows that scientists may need further research.

3.The results given in Table 1 validate/support the hypothesis.

4.Changes in temperature may have influenced/distorted the results.

5.The test results create/suggest a basis for product modification.

6.In their earlier work, they failed/neglected to take into account that reason.

7.As can be seen from Table 2, the new tax laws have encouraged/stimulated industrial investment.

8.The data depict/clarify the genetic relationship.

96

Reference List

В.С. Слепович, О.И. Вашкевич, Г.К. Мась. Пособие по английскому академическому письму и говорению. – Минск: ТетраСистемс, 2012. – 176 с.

A Course in Written English/ В.М. Салье, Э.И. Мячинская,

Л.П. Цурикова и др. – СПб.: Академия, 2006. – 240 с.

Bailey S. Academic Writing. A Handbook for International Students. Routledge Taylor & Francis Group, 2006. – 260 p.

Chin P., Reid S., Wray S., Yamazaki Y. Academic Writing Skills 1. CUP, 2012. – 122 p.

Chin P., Reid S., Wray S., Yamazaki Y. Academic Writing Skills 2. CUP, 2012. – 131 p.

Coe N., Rycroft R. Writing Skills: A Problem-Solving Approach. CUP, 2006. – 95 p.

Hogue A. The Essentials of English: A Writer’s Handbook. Pearson Education, 2003. – 450 p.

Jordan R. Academic Writing Course. Pearson Education Limited, 2012. – 160 p.

Pallant A. English for Academic Study: Writing. Garnet Education, 2012. – 93 p.

http://academicwriting.wikidot.com http://www.ielts-exam.net http://www.uefap.com/indEx. htm

97

 

 

 

 

 

 

 

 

 

 

 

 

APPENDIX I

 

 

 

 

 

GRAMMAR REFERENCE

 

 

 

 

Study the forms of the verb in the Active Voice

 

Tense

 

 

 

Present

 

Past

 

 

Future

 

Simple

 

 

 

walk/walks

 

walked

 

 

will walk

 

 

 

 

 

do/does

 

did

 

 

 

 

Progressive

 

am/is/are walking

was/were walking

 

will be walking

 

Perfect

 

have/has walked

had walked

 

 

will have

 

 

 

 

 

 

 

 

 

 

 

 

walked

 

Perfect

 

 

have/has been

had been walking

 

will have been

 

Progresive

 

 

 

walking

 

 

 

 

 

walking

 

Study the forms of the verb in the Passive Voice

 

Tense

 

 

Present

 

 

Past

 

 

Future

 

Simple

 

am/is/are done

 

was/were done

 

 

will be done

 

Progressive

am/is/are being

was/were being done

___

 

 

 

 

 

done

 

 

 

 

 

 

 

 

Perfect

have/has been done

 

had been done

 

 

will have been

 

 

 

 

 

 

 

 

 

 

 

 

done

 

 

 

 

 

Study the forms of the Infinitive

 

 

 

 

 

 

Active

 

 

 

Passive

 

Indefinite

 

 

 

to develop

 

 

to be developed

 

 

 

 

 

 

 

 

 

 

 

Continuous

 

 

 

to be developing

 

 

 

–––––––

 

Perfect

 

 

 

to have developed

 

to have been developed

 

Perfect

 

to have been developing

 

 

–––––––

 

Continuous

 

 

 

 

 

 

 

 

 

 

 

 

Study the forms of Participle I and Participle II

 

 

 

Participle I (V–ing)

 

 

 

Participle II

 

 

 

 

 

 

 

 

 

(V-ed; V3 irregular)

 

Indefinite Active

 

affecting

 

 

 

 

 

 

 

 

 

 

 

 

 

Indefinite Passive

 

being affected

 

 

 

affected

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Perfect Active

 

 

having affected

 

 

 

 

 

Perfect Passive

 

 

having been affected

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

98

Study the forms of the Gerund

 

 

Active

Passive

Indefinite

 

translating

being translated

 

 

 

 

Perfect

 

having translated

having been

 

 

 

translated

 

COMMON USE OF PREPOSITIONS

AFTER VERBS

account for

count on

limit oneself to

rely on

 

 

 

 

accuse smn of

credit smn with

look forward to

reprimand smn for

 

 

 

 

adapt oneself to

criticize smn for

lower oneself to

reproach smn for/with

 

 

 

 

admire smn for

dedicate oneself to

mislead smn into

rescue smn from

 

 

 

 

adjust oneself to

deduce smth from

object to

resign oneself to

 

 

 

 

agree with

delay in

participate in

restrain smn from

 

 

 

 

answer for

delight in

pay for

restrict oneself to

 

 

 

 

apologize for

depend on

persist in

reward smn for

 

 

 

 

apply oneself to

deprive smn of

persuade smn of

save smn from

 

 

 

 

blame smn for

descend to

praise smn for

scold smn for

boast of

despair of

preserve in

shrink from

 

 

 

 

bother about

disapprove of

prevent smn from

speak about/of

 

 

 

 

benefit from

discourage smn

prohibit smn from

specialize in

 

from

 

 

calculate on

dissuade smn from

prosecute smn for

stand for

 

 

 

 

certify to

draw back from

protect smn from

submit to

 

 

 

 

compensate for

dream of

punish smn for

succeed in

 

 

 

 

complain of/about

embark on

react to/against

suffer from

 

 

 

 

concentrate on

expose oneself to

rebel against

suspect smn of

confess to

flinch from

rebuke smn for

talk about/of

congratulate smn

force smn into/to

reckon on

thank smn for

on

 

 

 

consist of

frown at

reconcile oneself to

think about/of

content oneself

insist on

refer to

threaten smn with

with

 

 

 

contribute to

interfere with

refrain from

warn smn against

cooperate in

laugh at

rejoice at

work at

99

AFTER ADJECTIVES AND ADJECTIVIZED

PARTICIPLES

absorbed in

 

dismayed at

intent on

prompt in

 

 

 

 

 

 

 

 

 

accustomed to

 

(in)efficient in/at

interested in

puzzled at/about

 

 

 

 

 

 

 

 

 

addicted to

 

engaged in

involved in

quick in

 

 

 

 

 

 

 

 

 

amazed at

 

entrusted with

keen on

renowned for

 

angry at/about

 

excited about/over

(well-)known for

responsible for

 

 

 

 

 

 

 

 

 

annoyed

 

(in)experienced in

lazy about/in

satisfied with

 

at/about

 

 

 

 

 

 

 

anxious about

 

expert at

long in

serious about/in

 

 

 

 

 

 

 

 

 

astonished at

 

famous for

miserable at/about

sorry for/about

 

 

 

 

 

 

 

(past)

 

attached to

 

flabbergasted at

mistaken in

skillful at

 

 

 

 

 

 

 

 

 

bored with

 

frightened at/of

modest about

smart at

 

 

 

 

 

 

 

 

 

charged with

 

frustrated in

notorious for

stubborn in

 

close to

 

furious at/about

obstinate in

stupid at

 

 

 

 

 

 

 

 

 

committed to

 

good at

offended

thrilled at/about/by

 

 

 

 

 

at/with/by

 

 

conducive to

 

impervious to

opposed to

upset about/at/by

 

correct in

 

implicated in

optimistic

useful in

 

 

 

 

 

in/about

 

 

dense at

 

impressed at/by

pleased

vexed at/about

 

 

 

 

 

at/with/by

 

 

diligent in/about

 

inclined to

preoccupied with

worried about

 

 

 

 

AFTER NOUNS

 

 

 

 

 

 

 

 

 

act of

 

drawback of

 

notion of

responsibility of

advantage of

 

excuse for

 

pain of

risk of

allusion to

 

feeling at

 

pleasure of

skill in/at

answer to

 

fun of

 

point of

system of

anxiety of

 

hope of

 

possibility of

talent for

chance of

 

idea of

 

probability of

task of

choice of

 

impression of

 

problem of

thought of

danger of

 

job of

 

prospect of

temptation of

difficulty of

 

opportunity of

 

reason for

weakness for

disadvantage of

 

object of

 

reference to

worry of

100