Подготовка к ЕГЭ по английскому языку 2022 Учимся выполнять задания 40.1 и 40.2 Раздела 4. Письменная речь. Никита Андреевич Морев. Читать онлайн. Newlib. NEWLIB.NET

Автор: Никита Андреевич Морев
Издательство: Автор
Серия:
Жанр произведения: Учебная литература
Год издания: 2022
isbn:
Скачать книгу
of the writing part EGE candidates are required to write a product with reasoning elements based on some data presented in a table. Look at the sample writing task numbered 40.1 on page 18 of the pdf-format file “АЯ-11 ЕГЭ 2022 ДЕМО_ПЧ” which you can access if you follow the link https://fipi.ru/ege/demoversii-specifikacii-kodifikatory#!/tab/151883967–11, download the presented materials and unpack the digital archive. Then, read the answers to the questions below.

      1.1 Look at the sample answer below and transform words 1–7 in square brackets so they each have a grammatically correct form in the context where they are used. Some words must not necessarily be grammatically transformed.

      Nowadays, it is widely believed that reading books is essential for everyone, so I [1] [DECIDE] […………………………………………] to carry out a project regarding the popularity of various book genres among my peers. In the course of my analysis I [2] [FIND] […………………………………………] some data based on the results of the recently conducted opinion polls.

      The details presented in the relevant table [3] [SHOW] […………………………………………] that the minority of the respondents, or 17.6%, are keen to read romances. On the contrary, most of the young readers involved in the survey with the proportion almost three times as big as the mentioned figures, or 55,4%, prefer reading adventure books.

      [4] [UNDERSTAND] […………………………………………] the specific relations between the data in the table, it is worth contrasting some of the values. What strikes my eye is the fact that the percentage of detective story lovers almost equals the share of those who are interested in adventure fiction, [5] [DIFFER] […………………………………………] from this group only by 0.1%.

      One problem concerning reading is that at present, there are too many published releases offering the brief summary of what teenagers [6] [EXPECT] […………………………………………] to read fully as part of their school curriculum. This negative phenomenon may eventually result in a poor educational level school-leavers risk [7] [HAVE] […………………………………………] before entering University. Nevertheless, a possible solution here would be to reduce the number of items for reading included in the school programme and encourage learners to study them from cover to cover.

      In conclusion, I am convinced that reading is an integral part of teenage daily life as it broadens horizons, develops human personality and contributes to a better understanding of the world we live in.

      1.2 Check your answers in the table below. Then, count up all the words in the sample answer and write down their total number: ____________ (mind that a percentage value is regarded as one word). Is the number you’ve got between 180 and 275? If not, is there anything you’d leave out of the answer? Cross out those words which, in your opinion, can be omitted with no effect on the general meaning.

      1.3 Write out sentences or their parts from the sample answer to complete the right-handed blocks below.

      2.1 Write out as many linking words and cohesive devices as you can find in the sample answer.

      _______________________________________________________

      _______________________________________________________

      _______________________________________________________

      _______________________________________________________

      _______________________________________________________

      2.2 Write out as many synonyms for certain words and phrases as you can find in the sample answer.

      _______________________________________________________

      _______________________________________________________

      _______________________________________________________

      _______________________________________________________

      _______________________________________________________

      2.3 Write out as many lexical units typical of the upper-intermediate level as you can find in the sample answer.

      _______________________________________________________

      _______________________________________________________

      _______________________________________________________

      _______________________________________________________

      _______________________________________________________

      2.4 Write out as many grammatical constructions typical of the upper-intermediate level as you can find in the sample answer.

      _______________________________________________________

      _______________________________________________________

      _______________________________________________________

      _______________________________________________________

      _______________________________________________________

      3.1 Now check that you understand the meaning of the following words and expressions extracted from the answer and normally used to describe data in a table; translate them into Russian.

      • (the) minority

      _______________________________________________________

      • respondents

      _______________________________________________________

      • on the contrary

      _______________________________________________________

      • percentage

      _______________________________________________________

      • proportion

      _______________________________________________________

      • figures

      _______________________________________________________

      • values

      _______________________________________________________

      • relations

      _______________________________________________________

      • share

      _______________________________________________________

      • equal

      _______________________________________________________

      • differ (by)

      _______________________________________________________

      3.2