Problem B2: Compound interest and the standard formula. Task B2

Task B2 is aimed at reading graphical functions (the graph characterizes the change depending on the time of a certain value), usually, in the task it is required to find the largest or smallest value of this value.

In this task, the student demonstrates the use of mathematical knowledge and skills in practical activities and everyday life.

To successfully complete task B2, the student must be able to:

Determine the value of a function in various ways of specifying functions,

Find the largest and smallest values ​​of given values, their ratios, according to the function graph, diagram,

Describe various dependencies using functions and read their graphs,

Use information presented in the form of tables, graphs and diagrams.

Typical mistakes:

1. Students confuse the abscissa and ordinate axes;

2. Find the value of the quantity without taking into account the specified interval;

3. The scale is calculated incorrectly: they do not take into account that one division does not always correspond to one unit;

4. When finding the number of days (hours, months, etc.) that meet the given conditions, they simply subtract the earlier date from the later date and lose one day (hour, month, etc.). Recommendations:

1. Analyze the solutions of typical tasks proposed below;

2. Solve the problems placed at the end of the section.

You can also find information of interest in the scientific search engine Otvety.Online. Use the search form:

More on the topic Task B2:

1. ! Task 3.1. Make a diagram illustrating the structure of the social environment of the organization! Task 3.2. Make a diagram illustrating the relationship between the concepts of social environment and the social sphere

The possible maximum score is 20.

The section consists of three tasks.

Task B2. Understanding the main content of the text.

The maximum number of points is 7.

Essence of the task: it is necessary to establish a correspondence between headings and small texts. Headings are marked with numbers 1-8, texts with letters A-G. One title is missing.

Tips for effective task completion:

Before reading texts we have to do the following:

1. We read the headlines and try to determine what topic, problem or situation they have in common and how they differ from each other.
2. In the course of studying the headings, we try to underline the key words, make notes for ourselves that will help to understand their meaning and differences from each other.
3. Looking at the headings, we try to anticipate the content of the texts that we have to read, as well as the words that are necessary to open the heading.

During the first reading of the texts:

1. We consistently look through each of the proposed texts, not paying attention to unfamiliar words and expressions, without delving into a detailed understanding of the texts. Then we try to select for each text one or more possible headings proposed in the task.
2. As we read each text, we mark all possible answers, indicating the necessary letters next to the text or the necessary numbers next to the letters.
3. And, of course, we always remember that in the course of working with the task, that is, after reading other texts, some options for the previous answers will disappear, the elimination method is back in action.
4. If suddenly you don’t understand at all what heading to choose for a particular text, read the text again and try to formulate its main idea for yourself, then choose the heading that is closest in content from the remaining unselected ones.

During the second reading:

1. We pay special attention to texts for which several possible matches with headings were selected during the first reading.
2. Justify to yourself the choice of one or another correspondence based on the information given in the texts.
3. We check the correctness of those correspondences that we selected during the first reading.

After re-reading:

1. We write down the final answers in the table after the task.
2. Define an extra title.
3. Let's check our answers again. That's all.

Illustration of the application of the action algorithm by example.

Job example:

Before reading texts:

1. One common theme that unites the headings is not seen in this assignment, however, two main issues can be identified: the person and the environment, magazines, travel and hobbies . But the differences in the headings are obvious, which makes this task easier.
2. Headline keywords: 1. memory 2. animal magazine 3. travel, stars 4. dreams 5. hobby 6. family magazine 7. people, nature 8. animals, danger.
3. We are trying to anticipate the content: 1. a story about travels and memories of them, photos, videos, souvenirs 2. we will talk about a magazine about animals, about animal lovers 3. perhaps the text will contain information about space flights and travels to other planets 4. probably the text will be about stars and their dreams 5. it will be about popular hobbies and activities 6. apparently the text will contain information about magazines that all family members read, about favorite family magazines 7. most likely it will be about a person and his attitude to nature 8. most likely this text will provide information about endangered animals and environmental pollution problems

Work during the first reading:

1. We skim through the texts without focusing on unfamiliar words and expressions, trying to pick up one or more possible headings. Do not forget to make the necessary corrections in the course of working with the task. A. 1 (obvious coincidence at first glance) B. 4 (very similar!) 5 (not excluded) C. 6 (definitely talking about a magazine, there is no information about animals) D. 7 or 8 (it is clear that information about environmental problems environment) E. 5 (stamp collecting! everyone knows that this is a very popular hobby) F. 2 (again a magazine, now there is information about animals, unlike text C) G. 7 (again about the environment, but not about animals said)
2. There should be no obvious difficulties with the definition of correspondences in this task. But if you still have them, then we try to formulate the main idea of ​​the text that caused difficulty and complete the task, choosing from the remaining unused headings the most appropriate in meaning.

During the second reading:

1. We pay special attention to the texts, where at the first reading we stopped at two possible answers. In our case, these are texts D and B, but, we see one of the heading options for text D, which we used later for text G, which means that only one option remains, heading 8. As for text B, here by analogy with the text D, the heading 5., which we also used later for the text E, disappears.
2. We justify the correspondences we have chosen for ourselves: A. 1. The text talks about travel and ways to capture what you see, there are words such as: camera, photograph, album, that is, it is about preserving the memory of what you saw during the trip. B. 4. It's definitely about dreams, the content says so, there is the word dream and options for dreams: a villa in a warm country, a Swiss bank account, as well as celebrities and their dreams. P. 6. Information about a baseball magazine that all family members can read, as directly stated in the text. D. 8. We are talking about the pollution of the seas and the extinction of animals. E. 5. The text provides information about stamp collecting and the popularity of this activity. F. 2. This is a magazine about animals. This magazine is clearly liked by those who are interested in this topic. G. 7. The text contains information about environmental pollution and about a person's attitude to this problem.
3. We check the correctness of all selected matches.

After reading:

1. We write down the final answers in the table after the task. A. 1. B. 4. C. 6. D. 8. E. 5. F. 2. G. 7.
2. Define an extra title. In our case, this is heading 3.
3. Once again, check the correctness of the answers.

Used Books:

1. USE. English language. Thematic test tasks. Russia and the world / E. N. Solovova, John Parsons. - M.: Center for the Study of English of Elena Solovova, 2011.
2. Unified State Examination - 2012. English: standard examination options: 10 options / edited by M.V. Verbitskaya. - M.: National Education, 2011.

The level of English B2 is the fourth level of English in the Common European CEFR system, a system for identifying different language levels compiled by the Council of Europe. In everyday speech, this level can be called "confident", for example "I speak English confidently." The official description of the level is "above average". At this level, students can work independently in a variety of academic and professional environments while conversing in English, but their range of topics is limited and speech does not convey all the nuances.

How to determine if you know English at level B2

The best way to determine if your English language skills are B2 level is to take a quality standardized test. Below is a list of the main internationally recognized tests and their respective B2 scores:

What can you do with knowledge of English at level B2

English level B2 will be enough to work in an international company in English, moreover, most professionals who use English at work as a non-native speak it at this level. However, the B2 level may not be sufficient to ensure that nuances are not overlooked when discussing broad topics.

According to official CEFR guidelines, a student with a B2 English proficiency:

1. Understands the main ideas of concrete and abstract messages, including discussion of technical details in his professional field.
2. Can practically freely and without prior preparation discuss various topics with native speakers, without creating additional inconvenience for them.
3. Can produce clear and detailed text on topics unfamiliar to him.
4. Can describe experiences, events, dreams, hopes and aspirations, state and justify opinions and plans.

More about knowledge of English at Level B2

The formal conclusions about the student's knowledge are broken down into smaller sub-points for educational purposes. Such a detailed classification will help you evaluate your own level of English or help the teacher assess the level of students. For example, a student who speaks English at level B1 will be able to do everything that a student at level A2 can do, and, in addition, the following:

• participate in workshops, answering questions within their competence, enlisting the support of colleagues.
• discuss attitudes, cultural norms and deviations from them.
• talk about personal and professional life.
• discuss their education, the pros and cons of different educational systems.
• talk about favorite books and give recommendations for reading.
• talk about financial planning, give and receive advice on personal budgeting.
• talk about relationships and acquaintances, including communication with people on social networks.
• visit a restaurant, order food, engage in small talk at dinner, and pay the bill.
• participate in negotiations in their area of ​​expertise, enlisting help in understanding some issues.
• Discuss workplace safety issues, report injuries and explain rules and regulations.
• Discuss the norms of polite behavior and adequately respond to impolite behavior.

Of course, progress will depend on the type of course and the individual student, however, a student can be expected to achieve a B2 level of English proficiency in 600 hours of instruction (total).