Unit 3 – Page 35

Getting the
message across!
Task 1 Overview

Prompt Analysis

Outlining

Model Report Analysis

Language of Trends

Using Correct Prepositions

Guided Writing (extra)

1. IELTS Writing Task 1 Overview
TASK 1 - WRITE A REPORT

– Minimum 150 words

– Recommended time: 20 minutes

– 7 question types

– 4 criteria: Task Achievement, Coherence & Cohesion,

Lexical Resource, Grammatical Range & Accuracy
7 Types of

IELTS Writing

Task 1
 7 Question Types – Task 1

1. Line Graph
2. Bar Chart
3. Pie Chart
4. Table
5. Map
6. Process
7. Multiple Charts
 7 common question types
I II
5. Map

III IV
6. Process 7. Multiple Charts
2. Prompt Analysis
The graph below shows information
about the languages that 13-year-old
students in one school chose to study.

1. What does the graph show?

The line graph compares the number

of students aged 13 in England who
have studied either French or
Mandarin from 2000 until now.
The graph below shows information
about the languages that 13-year-old
students in one school chose to study.

2. What is the main difference

between the two lines on the
graph?

Although French has always been

more popular than Mandarin, there
have been fewer students choosing
French while Mandarin became more
common in this school.
The graph below shows information
about the languages that 13-year-old
students in one school chose to study.

3. Are there any significant

similarities or differences between
the two language trends?

Similarity: The period from 2010 until

now witnessed stability in the number
of students of both languages.

Differences:
+ 150 students studied French in 2000 as
opposed to almost no students choosing
Mandarin.
+ While the popularity of French declined
sharply from then to 2005, the figure for
Mandarin rose dramatically.
The graph below shows information
about the languages that 13-year-old
students in one school chose to study.

4. What are the main features

of each trend?

French: the fall to 2005 / the rise to

2006 and the stable pattern to now

Mandarin: the rise to 2005 / the dip in

2006 and the fluctuation to now
The graph below shows information
about the languages that 13-year-old
students in one school chose to study.

5. How could you divide the

information into paragraphs?

Paragraph 1: Introduction

Paragraph 2: Overview

Paragraph 3: French & Mandarin 2000-2005

Paragraph 4: French & Mandarin 2005-now

3. Outlining
 REPORT STRUCTURE

1 sentence 1. Introduction Paraphrase the question

2 sentences 2. Overview 2 key features

3-4 sentences 3. Body 1 First period

Language of trends
3-4 sentences 4. Body 2 Second period
Re-arranging sentences to
make a complete report
 INTRODUCTION
e) The graph shows how many 13-year-old students
studied French and Mandarin between 2000 and the
present day in a school in England.

OVERVIEW
(h + f) According to the data, Mandarin has
increased in popularity during this time. On the other
hand, the trend for French is the opposite.

BODY 1
(c + g + b) In 2000, the number of students who took French was 150, compared to just under 10 students who
chose Mandarin. So there was a significant difference in numbers at this time. Over the next five years, the figure
fell considerably for French, but rose dramatically for Mandarin and reached a peak at 75 students.
BODY 2
(j + d + i) Since 2005, the trends have not changed as much. French gained some popularity in 2006, but has
remained fairly stable since then at about 90 students. In contrast, the number of students taking Mandarin
dipped in 2006 and then fluctuated, before it returned to 75.
CONCLUSION
a) Overall, it can be seen that more students have been choosing to study Mandarin, but French is still the most
popular language option.
IS A CONCLUSION NECESSARY? NO

Compare:
l (e) According to the data, Mandarin has increased in
popularity during this time. On the other hand, the
trend for French is the opposite.

l (a) Overall, it can be seen that more students have

been choosing to study Mandarin, but French is still
the most popular language option.
 went down =

fell, dipped

The graph shows how many 13-year-old students studied French and Mandarin between 2000 and the
present day in a school in England.

According to the data, Mandarin has increased in popularity during this time. On the other hand, the trend for
French is the opposite.

In 2000, the number of students who took French was 150, compared to just under 10 students who chose
Mandarin. So there was a significant difference in numbers at this time. Over the next five years, the figure fell
considerably for French, but rose dramatically for Mandarin and reached a peak at 75 students.

Since 2005, the trends have not changed as much. French gained some popularity in 2006, but has remained
fairly stable since then at about 90 students. In contrast, the number of students taking Mandarin dipped in
2006 and then fluctuated, before it returned to 75.
 hit a high point =

reached a peak

The graph shows how many 13-year-old students studied French and Mandarin between 2000 and the
present day in a school in England.

According to the data, Mandarin has increased in popularity during this time. On the other hand, the trend for
French is the opposite.

In 2000, the number of students who took French was 150, compared to just under 10 students who chose
Mandarin. So there was a significant difference in numbers at this time. Over the next five years, the figure fell
considerably for French, but rose dramatically for Mandarin and reached a peak at 75 students.

Since 2005, the trends have not changed as much. French gained some popularity in 2006, but has remained
fairly stable since then at about 90 students. In contrast, the number of students taking Mandarin dipped in
2006 and then fluctuated, before it returned to 75.
 has stayed the same =

has remained fairly stable

The graph shows how many 13-year-old students studied French and Mandarin between 2000 and the
present day in a school in England.

According to the data, Mandarin has increased in popularity during this time. On the other hand, the trend for
French is the opposite.

In 2000, the number of students who took French was 150, compared to just under 10 students who chose
Mandarin. So there was a significant difference in numbers at this time. Over the next five years, the figure fell
considerably for French, but rose dramatically for Mandarin and reached a peak at 75 students.

Since 2005, the trends have not changed as much. French gained some popularity in 2006, but has remained
fairly stable since then at about 90 students. In contrast, the number of students taking Mandarin dipped in
2006 and then fluctuated, before it returned to 75.
 went up a lot =
rose dramatically

The graph shows how many 13-year-old students studied French and Mandarin between 2000 and the
present day in a school in England.

According to the data, Mandarin has increased in popularity during this time. On the other hand, the trend for
French is the opposite.

In 2000, the number of students who took French was 150, compared to just under 10 students who chose
Mandarin. So there was a significant difference in numbers at this time. Over the next five years, the figure fell
considerably for French, but rose dramatically for Mandarin and reached a peak at 75 students.

Since 2005, the trends have not changed as much. French gained some popularity in 2006, but has remained
fairly stable since then at about 90 students. In contrast, the number of students taking Mandarin dipped in
2006 and then fluctuated, before it returned to 75.
 went up and down =

fluctuated

The graph shows how many 13-year-old students studied French and Mandarin between 2000 and the
present day in a school in England.

According to the data, Mandarin has increased in popularity during this time. On the other hand, the trend for
French is the opposite.

In 2000, the number of students who took French was 150, compared to just under 10 students who chose
Mandarin. So there was a significant difference in numbers at this time. Over the next five years, the figure fell
considerably for French, but rose dramatically for Mandarin and reached a peak at 75 students.

Since 2005, the trends have not changed as much. French gained some popularity in 2006, but has remained
fairly stable since then at about 90 students. In contrast, the number of students taking Mandarin dipped in
2006 and then fluctuated, before it returned to 75.
5. Vocabulary of Trends
5. Structures of Trends
A Sales of digital cameras rose dramatically from 1.4 to 3.5 million per year.

B There was a dramatic rise in sales of digital cameras from 1.4 to 3.5 million
per year.

C Sales of digital cameras experienced a dramatic rise from 1.4 to 3.5 million
per year.

D Each year saw a dramatic rise from 1.4 to 3.5 million in sales of digital
cameras.
A The amount of money spent on books decreased gradually during the period
of time in question.

B There was a gradual decrease in the amount of money spent on books

during the period of time in question.

C The amount of money spent on books experienced a gradual decrease

during the period of time in question.

D The period of time in question saw a gradual decrease in the amount of

money spent on books.
USING CORRECT PREPOSITIONS

1 Car sales rose by five percent in August.

2 The chart shows the number of people finding jobs
between
.................. 2003 and 2007.
3 The number of new employees fell .... by.. 12 percent
last year.
4 Yesterday, there was a fall .... of.....ten degrees in city
temperatures.
5 There will be an increase .in . ..... taxi fares next month.
6 Customer complaints have gone down…… to below 100.
7 The percentage of people needing medical treatment
at
peaked .. ................ 35 in 2009.
7. Guided
Writing
WRITING PRACTICE (LINE GRAPH)

The graph below

shows information
about the
recruitment of
teachers in Ontario
between 2001 and
2007.
WRITING PRACTICE (LINE GRAPH)

l Write a complete report for this line graph.

l Guidance is showed on the slides.
GUIDED WRITING

Overall, which
group of teachers
were more likely to
find a regular
teaching jobs?
GUIDED WRITING

Overall, which
group of teachers
were more likely to
find a regular
teaching jobs?
Except for the first two
years, French language
teachers were more
likely to find a regular
teaching jobs than those
who teach English
GUIDED WRITING
How many first-year
English language
teachers found a stable
job in 2001? How is this
figure compared to that
of French language
teachers?
GUIDED WRITING
How many first-year
English language
teachers found a stable
job in 2001? How is this
figure compared to that
of French language
teachers?
75% of first-year
English language
teachers found a stable
job in 2001, slightly
exceeding the figure for
those teaching French
by 5%.
GUIDED WRITING

How did the

figures for both
groups change in
2002?
GUIDED WRITING

How did the

figures for both
groups change in
2002?

After a year, the

number of new
graduates landing a
regular teaching jobs
for both languages
declined noticeably by
almost 20%
GUIDED WRITING

What can be
noticed about the
changes in both
groups from 2002
to 2007?
GUIDED WRITING

What can be
noticed about the
changes in both
groups from 2002
to 2007?
The last five years
witnessed contrasting
patterns in the records
for both groups.
GUIDED WRITING

How did the figures

for both groups
change in 2003?
Use “while” to show
the contrast
GUIDED WRITING

How did the figures

for both groups
change in 2003?
Use “while” to show
the contrast
In 2003, while the
number of English-
language teachers kept
declining to hit 40%, the
corresponding figure for
the other groups
overtook and started
rising to almost 70%
GUIDED WRITING

How did the

number of French-
language teachers
change from 2003
to 2007?
GUIDED WRITING

How did the

number of French-
language teachers
change from 2003
to 2007?
From then on, more new
graduates found jobs as
French teachers despite
a marginal dip in 2006,
ending up at an all-time
high of over 70%.
GUIDED WRITING

How did the

number of English-
language teachers
change from 2003
to 2007?
GUIDED WRITING

How did the

number of English-
language teachers
change from 2003
to 2007?
As for English-language
teachers, their number
barely recovered for 2
years until 2005,
followed by another
significant drop to hit the
bottom at below 30%
HOMEWORK
WEEK 3 - WRITING