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Dr.

Bodishtianu Snezhana (Director of RBSM International Boarding School)

: English
: 11
: preparation for IELTS academic test
: analysis of the graph ( ,
68 )
:
IELTS academic : a)
- (250 40 ), b)
(150 20 ), c)
(3 , 40 , 60 ), d) (30 ) e)
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2)
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( Intermediate)
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: 100%
: IELTS academic , 5,5
.

Lesson plan N: 1
Grade 11a
On the board: The Date and the day: The 12th of December, 2006
Tuesday 5-7
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:

()




7-10
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.

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

3. Show the possible images of the graphs and ask to compare the difference
between them:

7-10
25% minutes
Units Items

Pie chart /diagram Line chart years Bar chart days

4. Show the possible phrases to be used while describing the graphs:


(Read the phrases together with students minding their pronunciation. Ask them to repeat every phrase all together out loud).
Phrases which are good to be learnt:
The pie chart is divided into . .
The given chart represents the correlation between different (segments)
The data is given in percentages.
All the segments of the pie chart are
The provided graph is a line chart
The vertical axis indicates
The horizontal axis shows
The line fluctuates and declines
The bar chart indicates the correlation between
The minimum figure is.
The maximum bar is
To conclude/ to sum up / to recap/ to overall/ to finalize the analyses, is important to stress .

5. Call students by names and demand from them proper sentences


describing the graphs images. (Speaking practice). Control students
grammar and pronunciation.

6. Sample of the plan for a chart analysis (must be copied into the copy books):

I. Introduction: the interpretation of the given task (2 sentences).


II. Main part:
a) type of the chart or charts (1 sentence)
15 -17
minutes

Pie chart /diagram Line chart Bar chart

b) description of the given figures and definitions mentioned in the data (1-2
sentence/s)
%

100 - Smoking
70 population
40 -

10

0-

1995 2000 2005


year
c) description of the chart in general (how many bars, lines, dots, segments;
dynamics of the chart presented; comparison of the data and charts axes and
general suggestion about the charts information purpose). (7-10 sentences)

d) Ideas about the background of the process or statistics presented by the chart
(1-2 sentences).

III. Conclusion: pointing out the main idea which might be gathered from the chart.
(1-2 sentences).

Each sentence should consist approximately of 9-10 words.

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:

5-7
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.

Fossil Fuel Curbs May Speed Global Warming in The UK

year Influence of the

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.

The questions to direct the students might be as following:


What is the title of the graph?
What type of graph is it? 10
What data is indicated in the left column? minutes
What information is presented in the right column?
What figures are given at the bottom horizontal column?
How many lines are in this graph?
What does the upper line indicate?
What does the lower line show?
Is there any correlation between these two lines?
How do these lines differ?
Whish line fluctuates more than the other one?
How does temperature fluctuation depend on the water floods level?
What are the conditions for normal ecological stability?
What changes might be crucial for the ecosystem of the UK?
What might be the reason for the changes in the ecosystem?

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.

Sample of the hint card for the weaker students: 20


minutes
The given graph shows the prediction () about the level of ..
(
50 ).
The information is presented by the ( ).
The number of years counted ( ) are stressed in the. (
).
The levels of ecosystem changes . ( ).
contains the average winter temperature figures.
There are .
(increase of)
.
While ( ) reflects () .
It is obvious ( , ) there is a straight /
.
(although), , according to the given graph
(fluctuate) 2005 2025
, (constantly).
Thus ( ), ,
(the risk) of flooding.
6 11
. While any other rises of temperature may occur
by crucial catastrophe.
In conclusion it should be pointed out that the reason ()
(burning of fossil
fuels), which speeds up .

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.

H/w: Revise the phrases from the active vocabulary.


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. 5-7
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

to drop to rise to level off in the last two months

to fall to jump to recover up_to 10


to plummet to increase to stabilize below minutes
to lose to rocket at the beginning

to decrease to gain In February

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

to decline to improve to fluctuate at the end of the year

to drop to rise to level off in the last two months

to fall to jump to recover up_to

to plummet to increase to stabilize below

to lose to rocket at the beginning

to decrease to gain by the end of the year

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

Sedimentary Rocks Sediments Metamorphic 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.

The ideas to be mentioned should be as such:


a) the arrows in general present the complete cycle of the rocks formation;
b) every rock can become any type of rock due to the physical processes, like:
melting, weathering, heat, erosion, cementing or cooling;
c) There are four main types of rocks on earth: igneous, sedimentary, sediment and
metamorphic. They all start their formation from magma or they all become magma
at the end. Its a circle.
d) The process of reformation of one type of rock into the other not always inverse.
()
Possible teachers words: Tell them that its not important whether they understand
the meaning of the terms, like igneous or whatever, but they will have those necessary
terms of the graph, the important thing is to learn how to use the terms correctly
without being aware of the meaning. But just in case:
igneous ,
sedimentary
sediments ,
metamorphic ,
Teachers words: If you follow this manual every time you have to analyse any
graph or chart, you will always be able to do it properly and with good conclusions.
The best way to practice yourself is to complete the task 1 on your papers and in two-
three minutes I will ask the volunteer to present us the perfect 150 words analysis,
which should bring minimum 6.0 point at IELTS.

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 one-way 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 self-confidence in every
child. Give the home task.

9. Home task to be written on the board:

To rewrite the English version of the analysis into the ex. book one more time.

Lesson plan N:4


On the board: The Date and the day: The 15th of December, 2006
Friday
5-7
Lesson: Analyses of the different types of graphs. minutes

1. Organizing: check copy books and dictionaries;

2. Spelling check up. Call the weaker student to the board and the rest
are writing in the copy-books:



, 5-7
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. Introduction made by the teacher about chart and table analyses:

Important tips to remember: 5-7


minutes
Graph Table
Go from the general to the specific Go from the general to the
specific
Analyze the "overall trend" first Analyze the "totals" first
Find the meaningful breaks Extract the most meaningful
data
Use mathematical tools (averages, percentages, etc.) Use mathematical tools
(averages, percentages, etc.)

(Should be copied by students into the ex. books)

3. Oral drilling of line chart analysis:


Teachers words: Now that you know how to analyze a graph, what do you
have to say about this?
The image may be presented on the smart board.
5-7
minutes

Sample to befollowed, if students fail to come up with their own.

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.

What is this graph about? (Title)


____________________________________________________________________
Whats on the left?

____________________________________________________________________
__
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.

What is this graph about? (Title)


____________________________________________________________________
Whats on the left?
____________________________________________________________________
Whats on the vertical axis?
____________________________________________________________________
Whats on the horizontal one?
____________________________________________________________________
How many lines?
____________________________________________________________________
What does each line represent?
____________________________________________________________________
Whats the peak?
____________________________________________________________________
Whats the lowest index?
____________________________________________________________________
What conclusion might be done?
____________________________________________________________________
____________________________________________________________________

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 is this graph about?


(Title)

______________________________________________
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?
____________________________________________________________________

5. Collect the task papers. Emphasize that students have successfully


analysed different types of charts and they are ready to try and
write the analysis independently at the next lesson. Inform that the
next lesson will fortify the gained knowledge and give chance to
every student to show their skills and ability to analyse the graph
without any support and assistance.
6. Stress the results and marks to every student who was active and
asked by the teacher during the lesson.

H/w: prepare for the test.

Lesson plan N:5


On the board: The Date and the day: The 16th of December, 2006
Saturday

Lesson: Analyses of the graphs drilling test.

1. Organizing: ask to remove everything, but pens and pencils.


Give out the IELTS writing I sheets and explain how to fill
them in.
2. Inform about the demands of the test: 5-7
150 words to be written in precisely 20 minutes time. minutes

3. Warming up by oral dictation:


Ask to translate into English the following phrases and to repeat
them all together out loud:

5-7
minutes


-
-


,









2 20


5-7
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 self-awareness 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.

What Students Drink for Breakfast

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 week-end and give no
home task as they should rest and forget about English.