: English
: 11
: preparation for IELTS academic test
: analysis of the graph ( ,
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(3 , 40 , 60 ), d) (30 ) e)
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Lesson plan N: 1
Grade 11a
On the board: The Date and the day: The 12th of December, 2006
Tuesday 57
Lesson: Vocabulary introduction for analysis. minutes
1. Organizing: check copy books and dictionaries; ask about the day and the
date, control for the date and topic to be written in every students copy
book. Demand margins to be drawn.
2. Ask how students might translate the following phrases:
()
710
minutes
Every time when students face troubles to give proper translation, light the
needed phrase on the interactive (smart) board and control students to copy the
correct phrase into their vocabulary book.
If there are students able to come up with the acceptable version of the English
phrase, tick or draw a star on the board to emphasize their skills and knowledge
to the rest of the group.
If there is a student gaining more than six stars, announce his excellent result at
this lesson.
3. Show the possible images of the graphs and ask to compare the difference
between them:
710
25% minutes
Units Items
6. Sample of the plan for a chart analysis (must be copied into the copy books):
b) description of the given figures and definitions mentioned in the data (12
sentence/s)
%
100  Smoking
70 population
40 
10
0
d) Ideas about the background of the process or statistics presented by the chart
(12 sentences).
III. Conclusion: pointing out the main idea which might be gathered from the chart.
(12 sentences).
H/W: To get well aware of the new phrases and to comprehend the plan of the
analysis properly.
The vertical and horizontal axis (axes) indicates
The significant rise
The rapid decline
The data given represents
The line chart
The pie chart
The level partially depends on
To point out
May be compared with
The correlation is as following
Lesson plan N: 2
Grade 11a
On the board: The Date and the day: The 13th of December, 2006
Wednesday
Lesson: A graph analysis practice.
1. Organizing: check copy books and dictionaries; ask about the day
and the date, control for the date and topic to be written in every
students copy book. Demand margins to be drawn.
2. Ask one student to go to the board and the rest should prepare for a
mini vocabulary dictation. Ask to translate into English the
following phrases:
57
minutes
Ask students to cross the copy books between each other and to correct
the possible spelling mistakes by using the vocabularies and
dictionaries. The teacher corrects the mistakes on the board and
announces the result for the student standing at the board. Then the
teacher inquires the results for the rest of the group.
3. Ask to write the short sample of the analysis of the graph in the copy
book. One student should be invited to the board for the brain storm
recording and to mention all the ideas in writing under the teachers
supervision and hints of vocabulary from the smart board. The
smart board should indicate the phrases and plan of the graph
analysis introduced to the group during the previous lesson.
floods on the UK
Level of correlation between temperature and floods in island
Britain in the next 50 years time
2065
t, C
2045
catastrophe
(level of water floods)
2025
Critical
2005
Normal
6 7 8 9 10 11 12 13 15 16 17 t, C (average in winter)
Use the brain storm technique to get ideas from the students, ask the student at the
board to write all those ideas and then help the group to figure our the proper plan
for the analysis of the offered graph.
4. Right after the brain storm discussion, give chance to the strong
students to try their skills in writing the first analyses of the graph,
while the weaker students should be provided an extra support by
hint cards.
The time to complete the analysis is 20 minutes.
The time must be indicated on the board for the students to learn how
to organize their writing with the given time limits.
While students write their analysis, supervise the weaker students.
In twenty minutes collect all the copy books and write the home task on the board.
Thank all students for their strong will to study English and mention that the tasks
and topics they are able to complete and understand are beyond any common
imagination. Persuade students to believe in their strength and abilities.
Lesson plan N: 3
Grade 11a
On the board: The Date and the day: The 14th of December, 2006
Thursday
Lesson: Correction and critical analysis of mistakes. 57
Further drilling of graph analysis. minutes
1. Organizing: check copy books and dictionaries; ask about the day
and the date, control for the date and topic to be written in every
students copy book. Demand margins to be drawn.
2. Give out the corrected cope books with the individual remarks and
tasks for every student mentioned by the teacher. Give time for the
students to read the teachers comments and to do the corrections of
mistakes in the copy book.
3. Ask one student to go to the board, ask to write the following words
in columns:
to decline to improve to fluctuate at the end of the year
Check the spelling of the words and phrases written on the board. Ask
the group to guess what might unite the words in the first column,
second, third and the last one.
Get the answer that the first row compiles the verbs describing the
downwards movement.
The second one describes the upward movement and the third indicates
horizontal or changing up and down movements.
The last column has the prepositions and phrases concerning the time
description. Draw big symbols above every column for the students to
distinguish and remember easily each group of words.
The final image of this table should be as such:
Downward Upward Up and down Prepositions
4. Oral dictation to check out the skills to use the active vocabulary:
5
minutes
2007
10 50
5. Present the image of the diagramme on the smart board on the screen (from
transparent tape). Ask students to describe what they see. Call one student to the
board to be the leader of the brain storm discussion and help this student to
write all the gathered and mentioned ideas correctly on the board. Supervise
and direct students with supporting remarks (the teachers speech is provided
below).
The graph below shows the links among different types of rocks and the ways of their
formation.
10
minutes
Magma
Igneous Rocks
Possible teachers words after students surprised silence: (This graph relates to
the matter of the rocks formation and their types and correlation.
The graph can present you any even unfamiliar information about the topic which
you have never met in your life. That does not matter for you, you can still analyse
the graph perfectly if you remember the system and know the minimum needed
vocabulary. Think about the links between the blocks and suggest what are they for?
6. Give time for students to start talking and for the student at the board to
write the ideas to be seen by everyone in the classroom.
7. Give every student the task paper but insist for the task to be recopied and
written into the copy book by each and every student. Do not allow any
writing on the task papers. The more the student writes the better and
longer he learns and remembers.
8. Call volunteers to the board one by one and control the completion of the
task to be sure that everybody has the correct copy of every sentence in the
copy book.
12 minutes
Task 1:
Please complete the sentences in the way you think is the best for the proper analysis
of the given graph:
.
The given graph presents the process of the (rocks formation).
,
.
Thus the graph shows the correlation() and reciprocity
() between the (the igneous, sedimentary and metamorphic
rocks)
,
, :
, , ,
.
The graph combines three main points of information, expressed by the blocks,
linking arrows and comments above and below the arrows, like: the type of the
rocks; secondly the (physical processes involved into the rocks formation cycle
and thirdly the (inverse possibilities of such processes.)
, ,
, ,
: , , , ,
.
As it could be easily seen from the graph information all rocks can be
(magma, igneous, sediments, sedimentary or metamorphic., if such physical
processes are involved, like: (heat, cooling, pressure, erosion or weathering,
cementing or melting.
, ,
.
However it is important to stress that not all of those processes of the rocks
formation are inverse.
, ,
.
The example is the igneous rock which can become the (sediments or
metamorphic) only, while the (metamorphic).. rocks cannot become the igneous
one.
.
Another example of the oneway process is the correlation between the
Sedimentary and (Metamorphic) rocks, or (Metamorphic). and the
Sediments.
, , .
The formation of the rocks on the earth represents the complete and closed
cycle, on top of which (magma). plays the leading part.
,
, .
As it can be observed from the graph all the rocks either come out from
(magma) or become (magma) at the end.
, ,
,
.
To finalise the analyses and to overall the information from the graph it is
important to stress that this graph is another example which shows the perfect
unity of every earth process and its reciprocity between each other.
8. Thank students for their enthusiasm and courage. Stress the results of every
student, always build the programme of success and selfconfidence in every
child. Give the home task.
To rewrite the English version of the analysis into the ex. book one more time.
2. Spelling check up. Call the weaker student to the board and the rest
are writing in the copybooks:
, 57
minutes
, 
.
Ask students to cross the copy books between each other and to correct
the possible spelling mistakes by using the vocabularies and
dictionaries. The teacher corrects the mistakes on the board and
announces the result for the student standing at the board. Then the
teacher inquires the results for the rest of the group.
From 1991 to 2001, in total, there was a 12.6 litre drop in consumption per inhabitant.
The highest annual drops were from 1992 to 1993 and from 1998 to 1999.
In the first case, milk consumption decreased by 4.6 litres per inhabitant, whereas, in
the second case, the decrease was not quite as pronounced, that is, 3.6 litres per
inhabitant.
From 1993 to 1995, there was a sudden change in the trend which started at the
beginning of the decade, since, in two years, milk consumption went up 3.2 litres.
Henceforth, Qubecers started to consume less milk and this decline became even
more pronounced from 1998 to 2001.
From 1995 to 2001, the annual milk consumption per inhabitant went from 94.0 litres
to 85.4 litres per year, that is, a drop of 8.6 litres per person.
4. Give out the cards and give time to complete the tasks discussing
each of the graph together with the group:
1. A bar graph is used to show relationships between groups. The two items being
compared do not need to affect each other. It's a fast way to show big differences.
Notice how easy it is to see what was done in the experiment below with bean plant
growth and different brands of fertilizer.
____________________________________________________________________
__
Whats on the vertical axis?
____________________________________________________________________
_____________________________________Whats on the horizontal one?
____________________________________________________________________
___________________________________
____________________________________
What is the biggest bar?
____________________________________________________________________
____________________________________
Whats the smallest one?
____________________________________________________________________
____________________________________
Which are in the middle?
____________________________________________________________________
____________________________________
What conclusion might be done?
____________________________________________________________________
2. A line graph is used to show continuing data; how one thing is affected by another.
It's clear to see how things are going by the rises and falls a line graph shows. This
kind of graph is needed to show the effect of an independent variable on a dependent
variable. In the sample below, the pulse rate of a person is shown to change over
time. As time continues, the pulse rate changes.
3. A circle graph is used to show how a part of something relates to the whole. This
kind of graph is needed to show percentages effectively.
______________________________________________
What type of graph is it?
_______________________
Whats on the right?
____________________________________________________________________
_
What do these segments indicate?
____________________________________________________________________
____________________________________________________________________
Whats the biggest segment?
____________________________________________________________________
What is the smallest segment?
____________________________________________________________________
Whats in between?
____________________________________________________________________
What conclusion might be done?
____________________________________________________________________
57
minutes


,
2 20
57
minutes
4. Ask students to remind the plan for the graph analysis. Discuss the
basic steps of the typical analysis together and make sure that such
discussion would create the friendly and relaxed atmosphere in the
classroom and bring the feeling of selfawareness to every student.
4. On the smart board bring out the image of the first graph and
give strictly 20 minutes for the students to complete the task.
A Soda 9%
B Orange Juice 21% 20
C Water 23% minutes
D Milk 47%
5. Indicate the time on the board and after 20 minutes collect the
writing I sheets from the students.
6. Wish the entire group the best possible weekend and give no
home task as they should rest and forget about English.