DIFFICULTIES OF HIGH SCHOOL STUDENTS IN USING CAUSE-AND-EFFECT CONSTRUCTIONS IN STATEMENTS WITH ELEMENTS OF REASONING

Abstract

The article examines issues related to teaching high school students’ critical comprehension of problem-solving tasks during the final foreign language exam in the format of the Unified State Exam. According to modern requirements set for written and oral tasks, students should possess sufficient skills to analyze, predict, and argue their viewpoint when answering the given questions on a wide range of topics which can improve their performance at the exam. Therefore, taking the given conditions into consideration, it is necessary to develop a specific skill that enables students to make an appropriate choice of the form of presenting their ideas in the English language and to justify them using relevant cause-and-effect constructions in the correct way. Learning this language material will allow high school students to formulate written or oral expressions clearly and effectively and demonstrate a high level of proficiency in the English language. The article contains practical solutions to the stated issue which can be efficiently used in class. Thus, introduction of these tasks may compensate for the lack of such exercises in the textbooks used in modern schooling.