ÂÂÎÄÍÛÅ ÔÐÀÇÛ ÄËß ÂÛÑÒÓÏËÅÍÈÉ, ÍÀÏÈÑÀÍÈß ÝÑÑÅ ÍÀ ÀÍÃËÈÉÑÊÎÌ |
ÂÂÎÄÍÛÅ ÔÐÀÇÛ ÄËß ÂÛÑÒÓÏËÅÍÈÉ, ÍÀÏÈÑÀÍÈß ÝÑÑÅ ÍÀ ÀÍÃËÈÉÑÊÎÌ

Many people think … but others do not agree. Ìíîãèå ëþäè äóìàþò, (÷òî) ... , íî äðóãèå íå ñîãëàñíû.
Let us consider what the advantages and disadvantages of … are. Ðàññìîòðèì, êàêîâû ïðåèìóùåñòâà è íåäîñòàòêè ... .
Let’s consider some pros and cons of it. Äàâàéòå ðàññìîòðèì íåêîòîðûå ïëþñû è ìèíóñû (ýòîãî).
Let us start by considering the facts. Íà÷íåì ñ ðàññìîòðåíèÿ ôàêòîâ.
Let us start by considering pros and cons of it. Íà÷íåì ñ ðàññìîòðåíèÿ ïëþñîâ è ìèíóñîâ (ýòîãî).
It is generally agreed today that … Ñåãîäíÿ îáùåïðèçíàííî, ÷òî ... .
«ÇÀ» È «ÏÐÎÒÈ»
To begin with, … . Íà÷íåì ñ òîãî, ÷òî ... .
You can … . Âû ìîæåòå (Ìîæíî) ... .
Firstly, ... / Secondly, ... / Finally, ... . Âî-ïåðâûõ, ... / Âî-âòîðûõ, .../ Íàêîíåö, ... .
One argument in support of ... . Îäèí èç àðãóìåíòîâ â ïîääåðæêó ... .
The first thing that needs to be said is ... . Ïåðâîå, ÷òî íóæíî ñêàçàòü, ýòî òî, ÷òî ... . (Ïðåæäå âñåãî, ñëåäóåò ñêàçàòü, ÷òî … .)
First and foremost … .  ïåðâóþ î÷åðåäü … .
It is true that ... / clear that ... / noticeable that ... . Ýòî ïðàâäà, ÷òî ... / ßñíî, ÷òî ... / Ïðèìå÷àòåëüíî, ÷òî ...
One should note here that ... . Çäåñü ñëåäóåò îòìåòèòü, ÷òî ... .
Another good thing about … is that … . Åùå îäèí ïîëîæèòåëüíûé ìîìåíò … çàêëþ÷àåòñÿ â (òîì, ÷òî) ... .
The second reason for ... . Âòîðàÿ ïðè÷èíà ... .
It is often said that ... . ×àñòî ãîâîðÿò, ÷òî ... .
It is undeniable that... Íåëüçÿ îòðèöàòü, ÷òî ... .
It is a well-known fact that ... . Õîðîøî èçâåñòíî, ÷òî ... .
For the great majority of people ... . Äëÿ ïîäàâëÿþùåãî áîëüøèíñòâà ëþäåé ... .
We live in a world in which ... . Ìû æèâåì â ìèðå, â êîòîðîì ... .
A number of key issues arise from the statement. For instance, ... . Ýòî óòâåðæäåíèå çàòðàãèâàåò ðÿä êëþ÷åâûõ âîïðîñîâ. Íàïðèìåð, ... .
One of the most striking features of this problem is ... . Îäèí èç ñàìûõ ïîðàçèòåëüíûõ àñïåêòîâ ýòîé ïðîáëåìû ... .
First of all, let us try to understand ... . Ïðåæäå âñåãî, äàâàéòå ïîïûòàåìñÿ ïîíÿòü ... .
The public in general tend to believe that ... . Îáùåñòâåííîñòü â öåëîì ñêëîííà ïîëàãàòü, ÷òî ... .
What is more, … . Áîëåå òîãî, ... .
Besides, … because it is … . Êðîìå òîãî, ... ïîòîìó ÷òî ... .
Doubtless, ... . Íåñîìíåííî, ... .
One cannot deny that ... . Íåëüçÿ îòðèöàòü, ÷òî ... .
It is (very) clear from these observations that ... . Èç ýòèõ íàáëþäåíèé (àáñîëþòíî) ÿñíî, ÷òî ...
On the other hand, we can observe that ... . Ñ äðóãîé ñòîðîíû, ìû ìîæåì íàáëþäàòü, ÷òî ... .
The other side of the coin is, however, that ... . Îäíàêî, ñ äðóãîé ñòîðîíû, ... .
Another way of looking at this question is to ... . ×òîáû âçãëÿíóòü íà ýòó ïðîáëåìó ñ äðóãîé ñòîðîíû, íàäî ... .
One should, nevertheless, consider the problem from another angle. Òåì íå ìåíåå, ñëåäóåò âçãëÿíóòü íà ýòó ïðîáëåìó ñ äðóãîé ñòîðîíû.
One should, however, not forget that ... . Òåì íå ìåíåå, íå ñëåäóåò çàáûâàòü, ÷òî ... .
If on the one hand it can be said that ... the same is not true for ... . È åñëè ñ îäíîé ñòîðîíû, ìîæíî ñêàçàòü, ÷òî ... , òî æå ñàìîå íåëüçÿ ñêàçàòü î ... .
On the other hand, … . Ñ äðóãîé ñòîðîíû, ... .
Although … . Õîòÿ ... .
Besides, … . Êðîìå òîãî, ... .
Moreover, … . Áîëåå òîãî, … .
Furthermore, one should not forget that ... . Êðîìå òîãî, íå ñëåäóåò çàáûâàòü, ÷òî ... .
In addition to ... . Êðîìå (òîãî, ÷òî) ... .
Nevertheless, one should accept that ... . Òåì íå ìåíåå, ñëåäóåò ïðèçíàòü, ÷òî ... .
However, we also agree that ... . Îäíàêî, ìû òàêæå ñîãëàñíû ñ òåì, ÷òî ... .
ÂÛÂÎÄÛ
In conclusion, I can say that although … , … .  çàêëþ÷åíèå ÿ ìîãó ñêàçàòü, ÷òî, õîòÿ ... , ... .
To draw the conclusion, one can say that … . Ïîäâîäÿ èòîã, ìîæíî ñêàçàòü, ÷òî ... .
So it’s up to everybody to decide whether … or not. Òàê ÷òî êàæäûé äîëæåí ðåøèòü äëÿ ñåáÿ ... ëè … , èëè íåò.
The arguments we have presented ... suggest that ... / prove that ... / would indicate that ... . Ïðåäñòàâëåííûå íàìè àðãóìåíòû ...
ïðåäïîëàãàþò, ÷òî ... / äîêàçûâàþò, ÷òî ... / óêàçûâàþò íà òî, ÷òî ...
From these arguments one must ... / could... / might ... conclude that ... . Èñõîäÿ èç ýòèõ àðãóìåíòîâ, íàäî ... / ìîæíî ... / ìîæíî áûëî áû ... ïðèéòè ê çàêëþ÷åíèþ î òîì, ÷òî ... .
Ñåðèÿ ñîîáùåíèé "ñòóäåíòû":
×àñòü 1 - ÄÅËÎÂÀß ÏÅÐÅÏÈÑÊÀ ÍÀ ÀÍÃËÈÉÑÊÎÌ
×àñòü 2 - Ðóññêî-àíãëèéñêàÿ äåëîâàÿ ïåðåïèñêà
×àñòü 3 - Àíãëèéñêèé-äåëîâàÿ ïåðåïèñêà
×àñòü 4 - ÂÂÎÄÍÛÅ ÔÐÀÇÛ ÄËß ÂÛÑÒÓÏËÅÍÈÉ, ÍÀÏÈÑÀÍÈß ÝÑÑÅ ÍÀ ÀÍÃËÈÉÑÊÎÌ
×àñòü 5 - Ïîëåçíûå ôðàçû â ðàçãîâîðíîì àíãëèéñêîì.Äîáàâüòå îáÿçàòåëüíî è ïîâòîðÿéòå.
×àñòü 6 - Ó÷àñòèå âî âñòðå÷àõ...
...
×àñòü 29 - Useful phrases for essays
×àñòü 30 - Useful expressions
×àñòü 31 - Ïîëåçíàÿ Flash äëÿ èçó÷åíèÿ èíîñòðàííûõ ÿçûêîâ
| Ðóáðèêè: | àíãëèéñêèé îáðàçîâàíèå |
| Êîììåíòèðîâàòü | « Ïðåä. çàïèñü — Ê äíåâíèêó — Ñëåä. çàïèñü » | Ñòðàíèöû: [1] [Íîâûå] |