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THE INDISPENSABLE STYLES RAISED FOR TASK 1 AND SENSIBLE APPROACHES TO WELL AT IT Masharipova G^.1, Yuldashov E.R.2 Em ail: [email protected]
'Masharipova Gulira 'no Ozodovna — Student;
2Yuldashov Elyor Kahramonovich — Lecturer, FOREIGN PHILOLOGY DEPARTMENT,
URGENCH STATE UNIVERSITY, KHOREZM, REPUBLIC OF UZBEKISTAN
Abstract: the article gives information about IELTS Writing Task ', the assessment system of task ' and briefly outline the most common types of graphs, diagrams (for example, line graph, bar chart, table graph, process, map and cycle). Taking into consideration the problems which most IELTS candidates encounter when they describe the given graph or diagram, the article also provides the paramount ways and tips how to get much higher mark for your Task ' work and raises some salient and special styles to be utilized on the path of Task ' by specifying in the groups. Keywords: assessment, writing module, to spot similarities and differences, a graph with a trend or without trend, dynamic one, stable one, line graph, pie chart, table, bar chart, introduction, overview of the main ideas, writing the most essential changes, simple writing, using synonyms, inversion, using the word "how".
НЕОБХОДИМЫЕ СТИЛИ, ПРИМЕНЯЕМЫЕ ДЛЯ ЗАДАЧИ 1, И РАЦИОНАЛЬНЫЕ ПОДХОДЫ ДЛЯ ЕЕ УЛУЧШЕНИЯ Машарипова Г.О.1, Юлдашов Э.К.2
'Машарипова Гулирано Озодовна — студент;
2Юлдашов Элёр Кахраманович — преподаватель, кафедра иностранной филологии,
Ургенчский государственный университет, г. Хорезм, Республика Узбекистан
Аннотация: в статье приводится информация о IELTS Writing Task ', системе оценки задачи ' и кратко излагаются наиболее распространенные типы графиков, диаграмм (например, линейный график, гистограмма, график таблицы, процесс, карта и цикл). Принимая во внимание проблемы, с которыми сталкиваются большинство кандидатов IELTS, когда они описывают данный график или диаграмму, в статье также приводятся первостепенные способы и советы, как получить гораздо более высокую оценку за задачу ', и поднимаются некоторые существенные и специальные стили, которые следует использовать к задаче ', указав в группах.
Ключевые слова: оценка, модуль написания, чтобы определить сходства и различия, график с трендом или без тренда, динамический, стабильный, линейный график, круговая диаграмма, таблица, гистограмма, введение, обзор основных идей, написание наиболее существенные изменения, простое написание, использование синонимов, обращение, использование слова «как».
A great number of the candidates find it hard to deal with the challenges which come into play in the writing module. Other parts -listening, reading and speaking might be more straightforward, comparing to writing. In 60 min, you have to write an essay and a report, describing a particular graph. Irrespective of the fact that task 1 is not as difficult as task 2, in this part, attention plays the main role. There are some requirements to get higher mark in task 1. Having ability to spot similarities and differences is the major one.
If we speak about the assessment, for task 2 you might get much higher mark for task. That's why Almost 20 min for task 1, 40 min for task 2 are recommended.
The IELTS Writing paper has two tasks which must both be completed. In task 1 test takers write at least 150 words in about 20 minutes. In task 2 test takers write at least 250 words in about 40 minutes. Test takers will be penalised if their answer is too short or does not relate to the topic. Answers should be written in full sentences (test takers must not use notes or bullet points).
IELTS Academic
• Task 1: test takers describe a graph, table, chart or diagram in their own words.
• Task 2: test takers discuss a point of view, argument or problem. Depending on the task, test takers may be required to present a solution to a problem, present and justify an opinion, compare and contrast evidence, opinions and implications, and evaluate and challenge ideas, evidence or an argument [4].
In task 1, you might be given a graph with a trend or without trend. They are called [3]:
1. Dynamic one
2. Stable one Graph might be:
1. Line graph
2. Pie chart
3. Table
4. Bar chart
We may write introduction in 3 ways:
1. Simple writing, using synonyms
2. Inversion
3. Using the word "how " The question:
The graph shows data about the annual earnings of three bakeries in London, 2000-2010. + Firstly, look at the graph whether it is dynamic or stable. + Then, pay attention to the question. + Begin paraphrasing.
The following structure for task 1 is highly recommended [2]:
Introduction
Overview of the main ideas
Writing the most essential changes
Fig. 1. Structure for task 1
1. Simple writing, using synonyms
In this type of introduction, you change the given question with your own words without altering structure.
For example:
The graph shows data about the annual earnings of three bakeries in London, 2000-2010 [3].
The diagram elucidates the amount of money which was earned by three bakeries in London, over a ten-year period between 2000 and 2010 [1].
2. Inversion
Inversion - to change the places of parts of speech and keep an original meaning the same.
For instance:
The amount of money which was earned by three bakeries in London, between 2000 and 2010 is elucidated by the graph given.
3. Using the words "how"
We can utilize the word in writing introduction such as how many, how much and how to and so on.
For example:
The graph shows how much three bakeries earned between 2000 -2010 in London.
After finishing all the tasks required in the introduction, you may begin writing an overview about general trends.
In the introduction, you should not write more than one sentence. Because, you can write 150 -250 words overall. If you write less or more than that amount, it might be minus for your score. Write short, but detailed one.
References / Список литературы
1. Cullen Paulina, French Amanda, Jakeman Vanessa. The Official Cambridge Guide to IELTS. Cambridge University Press, 2014. ISBN 1107620694, 9781107620698. 402 pages.
2. Allen Mark, Powell Debra, Dolby Dickie Macmillan. IELTS Graduation, 2007. ISBN 1405080752, 9781405080750. 207 pages.
3. Brown Richard, Lewis Richard. IELTS Advantage Writing Skills. Published August 12th, 2011. Delta Publishing Company. 250 pages.
4. Archived copy. Archived from the original on 11 July 2015. Retrieved 8 July 2015. Accessed 08 July 2015.
ВЛИЯНИЕ ТЕХНОЛОГИЧЕСКОГО ПРОГРЕССА НА РЕЧЬ СОВРЕМЕННОЙ МОЛОДЕЖИ Сулейманов Д.Н.1, Хусанова А.И.2 Email: [email protected]
'Сулейманов Дамир Назинович - преподаватель, кафедра русской и мировой литературы; 2Хусанова Амида Игоревна - студент, факультет русской филологии, Термезский государственный университет, г. Термез, Республика Узбекистан
Аннотация: в данной статье говорится о том, как изменяется речь молодого поколения под влиянием развития современных технологических средств коммуникации - компьютеров, смартфонов, интернета.
Авторы статьи в своем исследовании сделали попытку поделить развитие технологического процесса за последние тридцать лет на три условных периода и показать, как менялась речь молодежи в каждом из них. Какое влияние на нее оказало появление тех или иных технических устройств, средств коммуникации?
В конце статьи дается краткий вывод проведенного исследования. В нем авторы, тем не менее, не берутся утверждать, что сленг вытеснил другие языковые средства, которые так же имеют свое место и находятся в активном использовании.
Ключевые слова: язык, речь, молодежный сленг, неологизмы, период, технический прогресс, интернет, телефон, компьютер, смартфон, планшет.
THE IMPACT TECHNOLOGICAL PROGRESS TO THE MODERN
SPEECH OF YOUTH Suleymanov D.N.1, Khusanova A.I.2
'Suleymanov Damir Nazinovich - Teacher, DEPARTMENT OF RUSSIAN AND WORLD LITERATURE; 2Khusanova Amida Igorevna - Student, FACULTY OF RUSSIAN PHILOLOGY,
TERMEZ STATE UNIVERSITY, TERMEZ, REPUBLIC OF UZBEKISTAN
Abstract: this article is about how the speech of young generation is changing influence modern technological by environments - of computers, smartphones, Internet and others. The authors of the article in their research made an attempt to divide the development of the technological process over the past thirty years into three conditional periods and show how the speech of young people changed in each of them. What impact did the appearance of certain technical devices and means of communication have on it?
