ENG_Line graph.pptx line graph writing task 1 presentation

line graph writing task 1 presentation

1. Writing task 1. Line graph.

2. Line graph Example

3. Assessment criteria - T A An overall trend in a line graph is the change that happened in the given period. T e c hnique: close the middle and take only the first year and the last year for each line, that will give you the trend (see example below); Compare the figures with each other; Include any key features, which are maximum and minimum points, or inverse relationships.

4. Assessment criteria - CC Clear introduction; Effective use of paragraphing; Paragraphs and sentences have a clear logical progression; Appropriate use of linking words.

5. Assessment crieteria - LR A wide range of words to describe various trends; Appropriate use of words and phrases; Proper spelling; See the vocabulary worksheet. *

6. Assessment criteria - GRA Flexible use of complex sentences (while, whereas); Accurate use of appropriate tenses; For future events use «will»; structures like «should», «be likely to», «seem likely to/that» can also be used (see structure sets in the «Line graph Vocabulary» worksheet; Use of «verb+adverb» and «adjective+noun» phrases; Proper use of articles and prepositions.

7. Line graph Structure (150 words) Introduction - consists of 2/3 sentences. In sentence 2 you can describe what do the vertical and horizontal axis represent (see from the Introduction Constructor). Body - there are two approaches you can use to describe a line graph with a timeline: #1 you can divide you graph into “chunks”- logical parts/periods. One chunk- one complex sentence- one paragraph. Usually to hit 150 words, around 3 chunks, means dividing your line graph into 3 time periods; #2 you can describe each line separately, highlighting the main trends and features, and at the same time make comparisons. Conclusion is optional (can be a more detailed repetition of an overall trend).

8. Line graph «Chunking» formula

9. 1. Verbs for going up ( рост ):   2. Nouns for upward trends (рост как существительное): rise ( rose , risen ) by / to — расти, повышаться на / до increase by / to — увеличиваться на / до go up by / to — подниматься на / до grow by / to — расти на / до double / triple — удваиваться / утраиваться surge / soar / rocket — резко вырасти, «взлететь» a rise of … — рост на … an increase of … — увеличение на … growth / an upward trend — рост / тенденция к росту a surge / a boom — резкий подъём , бум   3. Verbs for going down ( падение ):   4. Nouns for downward trends (спад как существительное): fall (fell, fallen) by / to — падать на / до decrease / decline / drop by / to — снижаться , уменьшаться на / до dip by / to — слегка снизиться plummet / plunge — резко упасть , обвалиться a fall / a decline / a decrease / a drop of … — падение / спад на … a reduction — сокращение a slump / a plunge — резкий обвал  

10. 5. No change / stability (стабильность): 7. Fluctuation ( колебания ): remain / stay stable / steady / constant at … — оставаться стабильным на уровне … maintain the same level — сохранять тот же уровень no change — без изменений   fluctuate around … — колебаться вокруг … oscillate — колебаться a fluctuation / an oscillation — колебание   6. Highs / lows / позиции : 8. Adverbs/adjectives for SIZE of change ( насколько сильное изменение ): peak at … / reach a peak of … — достичь пика на уровне … reach / hit the highest point — достичь наивысшей точки hit / reach the lowest point / a trough — достичь минимума / дна level off at … / level out at … — выровняться на уровне … plateau at … / a plateau — выйти на плато (сохраниться на одном уровне) stabilise at … — стабилизироваться на … dramatic / enormous / tremendous → dramatically / enormously / tremendously — резкий , огромный → резко , значительно substantial / considerable / significant → substantially / considerably / significantly — существенный → существенно noticeable / marked / moderate → noticeably / markedly / moderately — заметный / умеренный slight / minimal → slightly / minimally — незначительный → незначительно  

11. 9. Adverbs/adjectives for SPEED of change ( насколько быстро ): 10. Comparison & approximation (сравнение / приблизительность): rapid / quick / sharp / swift / steep → rapidly / sharply / steeply — быстрый / резкий → быстро / резко steady / gradual / slow → steadily / gradually / slowly — постепенный / медленный → постепенно / медленно sudden / abrupt → suddenly / abruptly — внезапный → внезапно about / almost / nearly / roughly / approximately / around — примерно , около just above / just over — чуть выше just below / just under — чуть ниже well above / well below — значительно выше / ниже   11. Core Task 1 frames: Overall, … — В целом ,… X increased from A to B, rising by C. — X вырос с A до B, увеличившись на C. X remained stable at N between (year1) and (year2). — X оставался стабильным на уровне N с … по … After peaking at P in (year), X fell sharply to Q. — После достижения пика P в …, X резко упал до Q. X fluctuated around N, with minor ups and downs . — X колебался вокруг N с небольшими изменениями.

12. Part 2. Grammar & Vocabulary Tasks Task 1. Collocation Match increase fall peak fluctuate rise a) at 75% in June b) around 50 c) by 10% d) from 2018 to 2022 e) to 45

13. i ncrease by 10% → c fall to 45 → e peak at 75% in June → a fluctuate around 50 → b rise from 2018 to 2022 → d

14. Task 2. Choose the best adverb (sharply / gradually / slightly / dramatically / steadily) Between 2010 and 2012, unemployment fell ______. Sales increased ______ by 20% in just one month. After 2018, the number of users grew ______ over three years. In July, the rate dropped ______ by only 0.2%. The figures climbed ______ week by week

15. Between 2010 and 2012, unemployment fell ______. → dramatically (сильно, заметно) Sales increased ______ by 20% in just one month . → sharply (резко, быстро) After 2018, the number of users grew ______ over three years . → steadily (постепенно, стабильно, без скачков) In July , the rate dropped ______ by only 0.2%. → slightly (чуть-чуть) The figures climbed ______ week by week . → gradually (постепенно)

16. Task 4. Fix the mistake It increased on 10%. Correct: _____________________________________________. It peaked on May. Correct: _____________________________________________. It was increased by 50 to 70. Correct: _____________________________________________. It rose till 60%. Correct: _____________________________________________. The number stayed same level. Correct: _____________________________________________.

17. It increased on 10%. Correct : It increased by 10%. It peaked on May . Correct : It peaked in May . It was increased by 50 to 70. Correct : It increased from 50 to 70. It rose till 60%. Correct : It rose to 60%. The number stayed same level . Correct : The number stayed at the same level .

18. The line graph shows the rates of smoking in Someland between men and women from 1960 to 2000. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

19. Line graph Pre- writing Step1. Read the task- think of paraphrase. Step 2. Understand the graph. Step 3. Divide into logical chunks, parts; decide on the order. Step 4. Highlight main points and key features.

20. Understanding the graph «Chunking» formula Range Key feature Y a x i s X axis 1 chunk 2 chunk 3 chunk

21. Line graph formula Body - 1st chunk S1: initial year what/who/where numbers, while/whereas what/ who/where numbers (comparison if relevant). S2: year/period what/who/where what/how happened what/how happened numbers, while/whereas what/who/where numbers (key features, if present). Example: In (year) (who/what/where) was (number) while (who/what/where)/which was (comparison). After (time change/ years) (who/what/where) (what/how happened) to (number) which was (key feature).

22. 1st chunk/paragraph: In 1960 the number of male smokers was 600 per thousand people, six times greater than that of women at just 100. Fifteen years later, men saw a slight decrease to 500, whereas women rose significantly to 300, their highest level for the period.

23. Line graph formula Body - 2nd chunk S3 : year/period what/who/where what/how happened numbers, while/whereas what/who/where what/how happened numbers (key features/comparisons, if present).

24. 2nd chunk/paragraph: In the period from 1975 to 1990 men continued gradually going down, leveling at approximately 400, and women had a very slight decline to just under 300.

25. Line graph formula Body - 3rd chunk S4 : year/period what/who/where what/how happened numbers, while/whereas what/who/where what/how happened numbers (key features/comparisons, if present).

26. 3rd chunk/paragraph: In the final ten years, ending in 2000, both men and women continued the downward trend, with men falling moderately by about a hundred and fifty and women by roughly a hundred to end at almost the same level at about 250 and 200 respectively.

27. Line grpah Full summary The given double line graph provides data on s moking rates among males and females over forty years from 1960 to 2000 in Someland. The x- axis represents the timeline , and the y- axis represents the number of smokers per 1000 people. Overall, there was an inverse relationship between men and women for smoking rates with one increasing and the other decreasing. In 1960 the number of male smokers was 600 per thousand people, six times greater than that of women at just 100 . Fifteen years later, men saw a slight decrease to 500 , whereas women, tripled, and rose significantly to 300, their highest level for the period . In the period from 1975 to 1990 men continued gradually going down, leveling at approximately 400, while women had a very slight decrease to just under 300. In the final ten years , ending in 2000, both men and women continued the downward trend, with men falling moderately by about a hundred and fifty and women by about a hundred to end at almost the same level at about 250 and 200 respectively. (178 words)

28. The line graph shows the rates of smoking in Someland between men and women from 1960 to 2000. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

29. Line graph formula Introduction S1: The given double line graph provides data on smoking rates among males and females over a forty- year period from 1960 to 2000 in Someland. S2: The x- axis represents the timeline , and the y- axis represents the number of smokers per 1000 people . S3: Overall, there was a n inverse relationship between men and women for smoking rates with one increasing and the other decreasing.

30. Sentence 1 (Paraphrase): The given/ provided/ supplied + graph/chart/table + shows/illustrates/presents + information/data about + what + where + when. Sentence 2 (Optional description): The horizontal axis represents…, and the vertical axis shows…. The values are given in…. Sentence 3 (Overview): Overall, there was/were + main trend(s) (increase/decrease/peak/fluctuation/contrast).

31. Possible answer: The supplied line graph compares gym membership among men and women between 1980 and 2010. The horizontal axis indicates years and the vertical axis shows the number of members. Overall, male membership changed dramatically than female membership, peaking mid-2000s before a steep decline, while women’s figures fluctuated within a narrower range.

32. The presented line graph compares the annual earnings of three bakeries in Calgary from 2000 to 2010. The x-axis displays years, while the y-axis shows income in US dollars. Overall, Amandine’s revenue rose sharply after 2006 to lead the market, whereas Mari Bakeshop’s income fell dramatically in the same period.

33. The given triple line graph presents the average monthly change in the prices of copper , nickel and zinc in 2014. The horizontal axis shows the months from January to December , and the vertical axis gives the percentage change compared with the previous month . Overall , all three metals experienced small fluctuations , with nickel showing the largest early-year fall and a mild recovery at the end .

34. The line graph below shows changes in the amount and type of fast food consumed by Australian teenagers from 1975 to 2000. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

35. Introduction: The triple line graph indicates information on the consumption of 3 kinds of fast food by teens in Australia over a 25 year period. Overall, the first dominant food was replaced by two other types at the end of the period, while total food consumption doubled over the period.

36. Body p. 1: In 1975 fish and chips was the most eaten fast food at 100 times per year, ten times greater than hamburgers and twenty times than that of pizza. T e n years later, hamburgers rose dramatically to approximately 85, almost reaching the level of fish and chips which declined slightly to about 95, and pizza had a moderate rise to around 35.

37. Body p. 2: From 1985 to 95 hamburgers slightly increased to 100, while fish and chips and pizza had an inverse relationship with fish falling dramatically to 50 while pizza had a dramatic rise to about 85.

38. Body p. 3: In the final period, ending in 2000, hamburgers and pizza remained almost flat to end at just over 100, and under 85 respectively, whereas fish and chips continued to decrease to less than 40.

39. Line graph Full summary The triple line graph indicates information on the consumption of 3 kinds of fast food by teens in Australia over a 25 year period. Overall, the first dominant food was replaced by two other types at the end of the period, while total food consumption doubled over the period. In 1975 fish and chips were the most eaten fast food at 100 times per year, ten times greater than hamburgers and twenty times that of pizza at 10 and 5 respectively, and total consumption at 115 times. Ten years later, hamburgers rose dramatically to approximately 85, almost reaching the level of fish and chips which declined slightly to about 95, and pizza had a moderate rise to around 35. From 1985 to 95 hamburgers slightly increased to 100, while fish and chips and pizza had an inverse relationship with fish falling dramatically to 50 while pizza had a dramatic rise to about 85. In the final period, ending in 2000, hamburgers and pizza remained almost flat to end at just over 100, and under 85, while fish and chips continued to decrease to less than 40. (186 words)

40. Writing task 1 Line graph Write a report on one of the given line graphs, strictly applying the ‘chunking’ formula.

41. The graph below gives information about the number of visitors to three London museums between June and September 2013. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

42. The graph below shows data about the annual earnings of three bakeries in London from 2000 to 2010. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.