0 | P a g e DESCRIPTION OF GRAPHS AND CHARTS Authors: 1. NORZALINA BINTI NOR HASIN 2. MUHAMMAD ALI HANAFIAH BIN MADZALAN 3. MOHD AZMIR BIN RAZALI Pengajian Am
1 | P a g e Description of Graphs and Charts Copyright@2021. All Right Reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher / author. Authors Norzalina binti Nor Hasin Muhammad Ali Hanafiah bin Madzalan Mohd Azmir bin Razali Editor Mohd Azmir bin Razali Designer Mohd Azmir bin Razali Publisher Politeknik Muadzam Shah Lebuhraya Tun Razak Muadzam Shah, 26700 Pahang Website URL : http://pms.cidos.edu.my/course/view.php?id=846#section-0
2 | P a g e PREFACE The aim of this book is written for all Communicative English III students to boost their knowledge to understand better of subject matter. The contents of this book are referred to Communicative English III syllabus of Polytechnic curriculum respectively. This book will assist students to have a clear view on how to transfer information from a non- linear source to a linear text by presenting relevant ideas and the clarity of meaning successfully. By means, students are also will be able to relate ideas effectively with clear planning bases on evidence. The authors hope that students will find this book as a helpful guidance in achieving excellence in this Communicative English III subject. Norzalina binti Nor Hasin Muhammad Ali Hanafiah bin Madzalan Mohd Azmir bin Razali Department of General Studies, Polytechnic of Muadzam Shah
3 | P a g e Abstract Description of Graphs and Charts The description of graphs and charts for this Communicative English III of writing task is to assess the students’ ability to presents an accurate and clear overview of main trends, difference and patterns where the information is transferred from a nonlinear source to a linear text. Upon describing all the necessities, students are required to subsequently analyses and synthesizes information effectively to show clarity of meaning by using appropriate and varied vocabulary. In addition, it is the indicator to show a mature treatment of a topic when it enables students to link idea effectively with clear evidence of planning.
4 | P a g e CONTENT Content Pages Preface 2 Abstract 3 1.0 Description of Graphs and Charts. 1.1 Describe Info in Graphs and Charts 1.2 Different Types of Charts, Graphs and Diagrams 1.3 Task 1-2 1.4 Describing Trends 1.5 Task 3-6 5 6 7-17 19 - 21 22 23 - 31 2.0 Structuring a Sentence 32 - 34 3.0 Analysing a Line Graph 35 - 37 4.0 Strategies to Tackle Writing on Describing Graphs and Charts 4.3 Activity 1-5 38 – 40 41 - 46 5.0 Introducing Visuals 47 - 49 6.0 References 50
5 | P a g e LEARNING OUTCOMES By the end of this chapter, you will be able to: Describe information in graphs and charts Use accurate labels, titles and legends in graphs and charts Recognise lexical items in describing trends, movements and distribution patterns in graphs and charts Recognise and use sentence structures in describing trends, movements and distribution patterns in graphs and charts Carry out a mini project. decide on a topic and carry out a survey use various sources for information identify and create suitable graphs and charts to be used use appropriate lexical items and sentence structures to describe analytically the information in graphs and charts from the data collected Present information collected using graphs and charts. 1.0 DESCRIPTION OF GRAPHS AND CHARTS
6 | P a g e 1.1 Describe information in graphs and charts What are these visuals called? MAP DIAGRAM ORGANIZATIONAL CHART FLOW CHART PIE CHART BAR GRAPH LINE GRAPH TABLE
7 | P a g e 1.2 Different types of charts, graphs and diagrams single line graph multiple line graph paired bar chart percentage bar chart pie chart stacked bar chart single bar chart diagram population chart flow chart bar graph bubble diagram
8 | P a g e Charts and graphs help us organize information. This lesson shows images of a calendar, a daily schedule, pie charts, graphs, seating charts, and picture charts. These images show well on classroom whiteboards Calendar Calendars are charts. This calendar has rows and columns. Rows go across. Columns go up and down.
9 | P a g e This is a chart. The top row of this chart has pictures. There are boxes below the pictures. This chart is used to track daily activities for the week.
10 | P a g e Pie Chart • Pie charts are round. • They show percentages. • Each section of this pie chart is labelled with a percentage.
11 | P a g e Graph • Graphs have rows and columns of boxes. • The lines on this graph point to a number. Each box on this graph equals one. • Graphs are used to organize numerical information.
12 | P a g e Graph of Oil Prices • This graph shows oil prices. • The price for a barrel of oil has increased. • The line on the graph represents dollars. Tables, charts and graphs are convenient ways to clearly show your data.
13 | P a g e The cafeteria wanted to collect data on how much milk was sold in 1 week. The table below shows the results. We are going to take this data and display it in 3 different types of graphs. Day Chocolate Strawberry White Monday 5 3 7 8 126 Tuesday 7 2 9 7 8 7 Wednesday 112 7 3 8 6 Thursday 3 3 7 8 143 Friday 7 6 4 7 162 Bar Graph • 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 read a bar graph. Chocolate Milk Sold 53 72 112 33 76 0 20 40 60 80 100 120 Monday Tuesday Wednesday Thursday Friday Day Amount Sold Monday Tuesday Wednesday Thursday Friday
14 | P a g e Circle Graph or Pie Graph • 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 Chocolate Milk Sold Monday Tuesday Wednesday Thursday Friday Line Graph 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. Chocolate MIlk Sold 0 20 40 60 80 100 120 Monday Tuesday Wednesday Thursday Friday Day Amount Sold Chocolate
15 | P a g e Chocolate Milk Sold 53 72 112 33 76 0 20 40 60 80 100 120 Monday Tuesday Wednesday Thursday Friday Day Amount Sold Monday Tuesday Wednesday Thursday Friday Question 1: On what day did they sell the most chocolate milk? a. Tuesday b. Friday c. Wednesday Chocolate Monday Tuesday Wednesday Thursday Friday Question 2: On what day was the least amount of chocolate milk sold? a. Monday b. Tuesday c. Thursday
16 | P a g e Chocolate 0 20 40 60 80 100 120 Monday Tuesday Wednesday Thursday Friday Day Amount Sold Chocolate Question 3: On what day did they have a drop in chocolate milk sales? a. Thursday b. Tuesday c. Monday Choosing the Right Graph • Use a bar graph if you are not looking for trends (or patterns) over time; and the items (or categories) are not parts of a whole. • Use a pie chart if you need to compare different parts of a whole, there is no time involved and there are not too many items (or categories). • Use a line graph if you need to see how a quantity has changed over time. Line graphs enable us to find trends (or patterns) over time.
17 | P a g e GANTT CHART Gantt chart is a type of bar chart, developed by Henry Gantt in the 1910s, that illustrates a project schedule, it is also known as a five and five one’s chart. Gantt charts illustrate the start and finish dates of the terminal elements and summary elements of a project. Terminal elements and summary elements comprise the work breakdown structure of the project. GANTT CHART • Modern Gantt charts also show the dependency (i.e., precedence network) relationships between projects or activities. Gantt charts can be used to show current schedule status using percentcomplete shadings and a vertical "TODAY" line as shown in the above picture. • Although now regarded as a common charting technique, Gantt charts were considered revolutionary when it was first introduced. This chart is also used in information technology to represent data that have been collected. • Today, Gantt charts have been widely used in planning and monitoring projects / activities / assignments by many including students.
18 | P a g e TYPES OF GRAPHS AND CHARTS There are many types of graphs and charts that are commonly used for showing reports which are: ⮚ Line graph ⮚ Bar graph ⮚ Pie chart ⮚ Pictograph ⮚ Gantt chart BAR GRAPH ● Used to show comparisons that can be seen between different variables and situations ● Emphasi ze comparisons using specific value or numbers ● Show the differences in trends and ranks PIE CHART ● Present quantitative data in wedged-shaped sections or segments of a circle. ● A complete pie chart represents or equals 100% which is divided into slices. ● Used to show the proportion of different items. LINE GRAPH ● Show the relationship between two variables by plotting in relation to two axes ● The vertical axis represents value and the horizontal axis represents duration of time ● Show the trend and changes in a pattern of data distribution. PRACTICAL APPLICATIONS OF VARIOUS TYPES OF GRAPHS TYPE TYPICAL APPLICATION Table Helps readers find particular facts in large sets of information Bar Graph Helps readers compare quantities at a glance Pictograph A type of bar graph that makes data more vivid by calling mind the people and things discusses Line Graph Can display complex relationships more clearly than other types of visual aids listed here Pie Chart Shows how a whole is divided up into parts
19 | P a g e 1.3 PARTS OF GRAPHS AND CHARTS Task 1 Label the following elements of graphs in the spaces provided. Legend gridline Y-axis X-axis Graph/chart title Vertical bar/column Line graph point Peak sector unit Vertical title Horizontal title Plot area Area below graph value Time Frame
20 | P a g e
21 | P a g e Task 2 Based on the data given; construct a graph/chart that best illustrates each set of data. (Complete with the suitable title and labels) Colour Types of Car Sold in 2014 Proton Saga Proton Myvi Proton Preve Platinum Blue 30 000 45 000 15 000 Blueberry Tea 25 000 30 000 40 000 Metallic Black 40 000 25 000 10 000 Neon White 10 000 55 000 25 000 i. Item Percentage of PTPTN Load Spent (%) Food 50 Accommodation 10 Transportation 10 Telecommunication 25 Others 5
22 | P a g e 1.4 DESCRIBING TRENDS, MOVEMENTS AND DISTRIBUTION PATTERNS IN GRAPHS AND CHARTS Match the word with the correct meanings & types of graph/charts. TREND ANALYSIS Trends are changes in distribution of data. In order to describe the trends clearly, the lexical items used to show the trends and the changes are essential. The following table shows the trends and their changes. DIRECTION VERB TREND Upward movement Increase/increased Rise/rose Go up/ went up Down ward movement Decline/declined Decrease/decreased Drop/dropped Fall/fell Go down/went down No change Remain constant Remain stable Stay at the same level Remain unchanged Trend Line Graph An act of changing position. Pie Chart Movement An act of allocating. Distribution Bar Chart A general pattern of change.
23 | P a g e **Movement refers to how the data within the stimulus or visual changes, for example between time frames. This movement shows the trend. The verb or noun that describes the trend (movement up, down, sideways, etc.) is also referred to as the trend word. 1.5 Task 3 a) How many types of trends are there? Draw a graph/chart for each trends Trends No trend One set of data increases (x), the other set (y) does not seem to increase or decrease. (X , Y- ) Positive trend One set of data (x), increase causes the other set, (y), to increase. (X , Y ) Negative trend If one set of data increases (x), then the other set, (y), decrease. (X , Y )
24 | P a g e b) Match each sentence below with one of the following graphs 1. The investment level rose suddenly. 2. The sales of our products fell slightly in the final quarter. 3. The Research and Development budget has stabilized over the past few years. 4. At the end of the first year, sales stood at 50 per cent of the present level. 5. The price reached a peak before falling a little and then maintaining the same level. 6. There has been a steady increase in costs over several years. 7. The sudden collapse in share prices has surprised everyone. 8. The value of the shares has shown a steady decline. c) Look at the graph below, then complete the sentences. 1. The ............................................... compares three products : A, B and C. 2. The ............. shows time over ten years while the ............. shows sales in number of units. 3. As you can see, product A is represented by the ...............................................
25 | P a g e 4. The performance of Product B is shown by the .............................................. 5. And a …………………………………. has been used to show the results of Product C. 6. Clearly, ................................... is the most successful product .................................... 7. Sales of Product B .......................... in recent years while sales of Product C ...................... 8. On the contrary, product A has shown a .................................................. d) Read the following text and draw the corresponding graph in the box below : The graph opposite covers the years 1976 to 1995. It shows that the number of television viewing hours rose steadily and steeply during that period in the US, starting at just under 5 hours a day to reach more than 7 hours in 1995. There was a slight increase in 1982 and sharper falls in 1986 and 1991. The next decrease, in 1994, is hardly (à peine) significant. Though we do not have the latest figures, it is unlikely that the trend will have reversed.
26 | P a g e e) Comment on the graph below using and organising the following expressions : Sales rose / went up /increased / climbed ... + adverb (slowly / steadily / rapidly / gradually ...) Sales stood at ... Sales peaked / peaked out Sales levelled out / flattened out Sales bottomed out This was due to ... This was the result of ... This caused .. This led to ... Avoid repetitions ! Conclude by saying whether this graph is typical or not; Justify your answer.
27 | P a g e Grammar (Noun & Verb) We use specific words and phrases to describe graphs and charts. Verbs and Nouns are used to describe trends, movements and distribution ● A noun is the name of a person, place, thing, or idea. (a raise, an upswing) ● A verb is a word that shows action. (Increase, fall) Task 4 Fill in the blanks with the words provided Indicating Upward Movement: Verbs Nouns Rose (to) Climbed up (to) Boomed (to) _______________________ _______________________ _______________________ _______________________ _______________________ An upward trend A boom (a dramatic rise) Indicating Downward Movement: Verbs Nouns Fell (to) _______________________ Declined (to) Went down (to) Decreased (to) Slumped (to) _______________________ _______________________ A decreased A reduction _______________________ _______________________ A drop A slumped ( a dramatic fall) A rise Dropped (to) Reduced (to) Growth No change An increase Remained stable (at) A fall Reached at A decline Dipped (to) Stayed constant (at) Increased (to) Went up (to Peaked (at)
28 | P a g e Indicating no movement: Verbs Nouns Leveled out (at) Did not change Maintained the same level _____________________ _____________________ A leveling out _____________________ Indicating a change of direction: or ... Verbs Nouns Fluctuated (around) _____________________ Stood at (we use this phrase to focus on a particular point, before we mention the movement, for example: In the first year, unemployment stood at……) A fluctuation Reached a peak (of) _____________________ Grammar (Adverb) An adverb is a word that changes or qualifies the meaning of a verb, adjective, other adverb. For example: The sales have increased. (How much do the sales increased?) Adverbs will help you to answer to the question. The sales have increased slightly.
29 | P a g e Task 5 Indicating the degree or the speed of change Significant(ly) Moderate(ly) Dramatic(ally) Slight(ly) Enormous(ly) Huge(ly) Minimal(ly) Sharp(ly) Substantial(ly) Slow(ly) Rapid(ly) Gradual(ly) Steady(ily) Immediate(ly) Instant(ly) Sudden(ly) Quick(ly)
30 | P a g e Task 6 Transform the following adjectives into adverbs and search for the meanings of the adverbs. Describing the degree of change Adjectives Adverbs Meaning Dramatic Dramatically Extreme, very big Enormous Steep Substantial Considerable Significant Moderate Slight Minimal Describing the speed of change Adjective s Adverbs Meanings Rapid Rapidly Quick, very fast Quick Swift Sudden Steady Gradual Slow
31 | P a g e Useful adjectives to compare and contrast Positive Comparative Superlative cheap cheaper cheapest large Largest good better worse worst striking most striking profitable more profitable Describing rank / ranking / rate / rating You may also be asked to describe rank, rate or position of certain data. Below are some examples which you can use: Ranking (top to bottom) Example 1 Most important The main important trend ……. The main priority ……… …. pay the most attention to ……. …. rank …. as their first choice 2 Next in importance The second/third/fourth in importance …. … rank … higher/lower than … 3 Least important The least important … … rank … at the bottom … … place the least importance on … TIPS!! Do not use increase or decrease when describing rank/ranking/rate/rating. You can use the comparative or superlative adjectives such as higher, highest, lower and lowest
32 | P a g e 2.0 STRUCTURING A SENTENCE Here are some sentence structures that may be used to describe trends or patterns in graphs, tables or charts. It can be seen We can see from the chart diagram table graphs figures that……. It can be seen We can see from in Table 2 Figure 1 Graph 1 …….. The graph Figure 1 shows that ….. There was a gradual steady marked steep sharp sudden dramatic barely noticeable rise increase upward trend fluctuation downward trend decrease decline reduction drop fall
33 | P a g e The following phrases are used to describing the elements of a graph. RECOGNIZE SENTENCE STRUCTURES USED IN DESCRIBING TRENDS, MOVEMENTS AND DISTRIBUTION PATTERNS IN GRAPHS AND CHARTS. Sentence Structures i. There is a/an adjective noun in subject. Example: There is a sharp rise in sales. ii. The subject verb adverb to circumstances. Example: The sales rise sharply to 80%. iii. Subject/object is the most/least/second/third adjective noun. Example: Sony is the most popular brand. iv. The adjective in superlative form subject is circumstances. Example: The highest number of accidents is in year 2011.
34 | P a g e Starting with the Adjective The highest The greatest percentage of men are employed in the executive category The lowest proportion of cars sold are blue The most significant The smallest The largest number of holiday makers come from Sabah Starting with the subject Red is the most popular car colour. Professional is the second/third most prevalent employment category Mexico is the most least common holiday destination More Far more men are employed in the manufacturing sector Much more Many more A lot more Substantially more Considerably more Significantly more Slightly more Fractionally more holiday makers come from Mexico than…
35 | P a g e 3.0 ANALYSING A LINE GRAPH a) The x axis of this graph shows the twelve months of the past year while our sales in millions of dollars appear on the y axis. It may be seen clearly that sales rose steadily in the first half of the year (from January to May) and reached their peak in June. Then they dropped off in July and levelled out in August. After rising sharply during September, they suffered a dramatic (spectacular) fall in October but then made a significant (sensible) recovery (revival) in November. However, the year ended with a slight decrease. b) Match each sentence below with one of the following graphs 1. The market is showing some signs of growth. _____ 2. The market is extremely volatile. _____ 3. The pound slipped back against the dollar. _____ 4. The Swiss franc is staging a recovery. _____ 5. The yen lost ground slightly. _____ 6. There's been a dramatic downturn in the market. _____ 7. There's been an upsurge of interest in gold. _____
36 | P a g e 8. The share price bottomed out at 11 cents. _____ 9. Gold peaked at €300 an ounce. _____ 10. Profits will level off at around €10,000. _____ 11. Sales hit an all-time low. _____ 12. There hasn't been much movement in the price of tin _____ c) Answer the following questions based on the bar chart. 1. The title of this graph is: 2. The horizontal axis shows: 3. The vertical axis shows: 4. Which colour of car sold the most? 5. How many blue cars were sold? 6. Which two colours of cars sold the same amount? 7. There were six cars of this colour sold. 8. How many red cars were sold? 9. What is the total number of black and white cars sold? 10. How many total cars (all colours) were sold in this week?
37 | P a g e d) Comment on the graph below using and organising the following expressions: MONTHLY ICE-CREAM SALE Step-by-step on Interpreting graph/ chart : 1. State the title. 2. Explain on X axis and Y axis. (Legend) 3. Explain on the graph content. (Movement, Trend) 4. Conclude by saying whether this graph is typical or not and justify your answer. Stuck? Use the following template to guide you. Subject + Adjective + Adverb Sales + rose /went up /increased /climbed + slowly / steadily /rapidly / gradually Sales stood at... Sales peaked / peaked out at… Sales levelled out / flattened out at… Sales bottomed out at… This was due to... This was the result of... This caused... This lead…
38 | P a g e 4.0 STRATEGIES TO TACKLE WRITING ON DESCRIBING GRAPHS AND CHARTS 4.1 Question with graphic stimuli 4.2 Writing about Graphs a) Before you Begin Underline key words. Write related words - turn nouns into verbs, verbs into nouns, adjectives into adverbs, etc. Write opposite words, similar words, synonyms, etc. Circle and highlight the graph. Use arrows. Make notes. Circle the biggest, the smallest. stable or unchanging parts, sudden increases, etc. b) Identify trends: A trend is the overall idea of the graph • what is happening/what happened • the main change over time • the most noticeable thing about the graph Question with graphic stimuli Preparation Presentation Understand the task – Study the chart/graph/table. Study the chart movement Write your report. Incorporate the title of the stimuli in your report Identify the key features/variables and establish the connection/link between the key features/variables Use linkers and appropriate language to ensure your report flows smoothly. Indicate the trend/ranking shown in the stimuli and include a conclusion Use data from the stimuli. Link/compare/contrast the data from both stimuli. Synthesize the information Count the number of words. Remember you should write between 150 to 200 words.
39 | P a g e • the pattern over time • the pattern for different places or groups or people. Most graphs will have two trends, or there will be two graphs with a trend in each. You could tell about the two trends in two separate paragraphs. Make sure you have identified the trends in the graph. c) Introduction • First sentence: Describe the graph. You can use some slightly different words or word forms from those on the question paper, but be careful to give the full information. Start "The graph shows" • Second sentence: This gives the trend or trends. You can put two trends in this sentence or only one - you could keep the other one for the conclusion. Start "Overall, ..." d) Paragraph 1: Trend 1 • Start with a sentence with no number. “City size increased sharply over the period.” “The most obvious trend in the graph is that women are having fewer babies.” “Oil production has increased slightly in all the countries in the graph” • Follow this sentence with an example (sentence with number) and perhaps another example (another sentence with number). Keep alternating. e) Paragraph 2: Trend 2 • Start with a sentence with no number. “City size increased sharply over the period.” • Give an example (sentence with number) and perhaps another example • Finish by repeating the main trends, or identify a second trend. Use different vocabulary. • Don't have any numbers in the conclusion (you could use words like "most", "the majority" "a minority", "a small number"). • Don’t give an opinion. f) While You Write: Some Don’ts • Don’t describe the X and Y axis. Give the information. • Don’t write about everything on the graph. Pick the biggest, the smallest, the main points, the main trends. Group similar things together • Don’t write about the line or the bar: “The line went up,” “The bar went down.” Instead, write about the idea. “The number of people going to work by train increased gradually.” “Oil production shot up in 1965” • Make sure you write about the idea. Don’t use shorthand: “Men went up.” “Women went down.” Instead, write about the real data: “The number of men at university fell dramatically,” “The percentage of female students getting a degree rose suddenly.”
40 | P a g e • Don’t use “I feel”, “as I have written,” “as you can see,” etc. Keep it academic. • Don’t start sentences with But, So, Also, And, For, Since, Because, Although g) Word Length Make sure you have 150 words. You should have some short sentences (about 6-10 words) and some long ones (12-18) words, but your average should be about 12 or 13 words per sentence. A sentence without a number will usually be short. Use a mix - a sentence without a number followed by a sentence or two with a number. HELPFUL HINTS- Dos and Don’ts for describing graphs and charts questions Do ● spend about 5 minutes to understand the task and analyse the stimule ● understand what the axes on the graph(s) or the percentages in bar or pie charts represent ● plan and organize your report ● compare and link data from the stimuli ● analyse data and write the report ● include a title ● present the overview or overall trend ● highlight the key features in relation to the overview ● use appropriate vocabulary and correct sentence structures ● include a conclusion ● keep to the stipulated word limit ● ensure there are no inaccuracies, irrelevant data, vague statements or repetitions Don’t ● start writing immediately ● copy the questions or instructions ● include information that is not found in the stimuli ● give your own opinion or make assumptions ● only use data from stimulus ● list and describe the information ● exceed the word limit
41 | P a g e Activity 1 Write a short analysis based on the pie chart given. You may use the following steps as a guide. 1. The title 2. Legend (key) 3. The source of the stimulus 4. General trend 5. Specific analysis ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ____________________________________________________
42 | P a g e Activity 2 Place the words in the right column, then add a few more words of your own Verbs Verbs Verbs Verbs Verbs Verbs Nouns Nouns Nouns Nouns Nouns Nouns Transitive and intransitive verbs be constant climb collapse cut expansion extension fall go down growth improvement level off push down reduction rise shoot up soar stability stagnation stand at stay at
43 | P a g e Activity 3 decrease increase decrease maintain increase stay at raise drop keep rise drop reach a peak step up cut grow decline remain stable expand go down expand fall improve improve Write sentences using the transitive and intransitive verbs 1. ______________________________________________________________________ 2. ______________________________________________________________________ 3. ______________________________________________________________________ 4. ______________________________________________________________________ 5. ______________________________________________________________________ 6. ______________________________________________________________________ 7. ______________________________________________________________________ 8. ______________________________________________________________________ 9. ______________________________________________________________________ 10. ______________________________________________________________________
44 | P a g e Activity 4 Fill in the correct word a low point declined doubled drop from increased slightly recovered remained rising sharply sudden to were In January, gold sales _____________ about 200 million dirhams per month. In February they _____________ to 220 million dirham, _____________ to a peak of 350 million dirhams in March. Over the next four months, sales _____________ steadily, reaching _____________ of 120 million dirhams in July. In August, there was an _____________ increase. Sales almost _____________, rising _____________ 120 million Dirham in July to 210 million Dirham in August. This was followed by a ___________________ in September to 120 million Dirham. From September to October, sales _____________ from Dhs 120 million to Dhs 180 million. In
45 | P a g e October and November, sales _____________steady, and there was a small increase in December _____________ 190 million dirhams. Activity 5 Comparing and contrasting One syllable Adjectives with one syllable form their comparatives and superlatives like this: cheap cheaper cheapest large larger largest bright brighter brightest Exceptions: good better best bad worse worst Two syllables Some adjectives with two syllables form their comparatives and superlatives like this: pretty prettier prettiest happy happier happiest But many form their comparatives and superlatives like this: striking more striking most striking Although some can form their comparatives and superlatives like this: common more common most common clever more clever / cleverer most clever /cleverest Three or more syllables All adjectives with three or more syllables form their comparatives and superlatives like this: attractive more attractive most attractive
46 | P a g e profitable more profitable most profitable expensive more expensive most expensive Adjective Comparative Superlative accurate certain convenient correct dangerous happy likely modern new possible probable up-to-date
47 | P a g e 5.0 INTRODUCING VISUALS • I'd like you to look at this graph... • Let me show you this pie chart... • Let's have a look at this model... • Let's turn to this map... • To illustrate my point let’s look at some diagrams... • As you can see from these figures... • If you look at these photographs you'll see... • If you look at this bar chart you'll notice... • If you look at this histogram you'll appreciate... • If you look at this flow chart you'll understand ... • If you look at this matrix... Explaining diagrams • Sales rose slightly in the final quarter. • Profits fell a little last year. • Demand increased gently • Turnover decreased steadily • Turnover dropped suddenly • Turnover decreased quickly. • Demand increased rapidly. • Profits fell dramatically. • At the beginning of this year sales stagnated. • In the middle of August profits slumped. • At the end of last year demand peaked. • In the first quarter of 2008 sales plummeted. • In the second quarter of 2007 sales flattened out. • In the third quarter of 2007 sales leveled off. • In the last quarter of 2007 sales remained steady Useful phrases for presentations Signalling a start: o Right, ladies and gentlemen. Shall we begin? o OK, I'd like to begin by ... o Right then, everybody ...
48 | P a g e Greetings: • Good morning, ladies and gentlemen. • I'd like to welcome you all on behalf of NKS. • I'd like to say how happy I am to be here today. Introducing yourself: • My name is Richard Delmas. • I'm the Marketing Manager here. • I'd like to introduce myself. My name is ... • Let me introduce myself. My name is ... Introducing people: • I'd like to introduce Mr Peters from Datacom. • May I introduce ... • Let me introduce ... The objective of your presentation: • My objective this afternoon is to inform you... • I'm here today to give you... • My purpose today is to introduce you to... • My aim this morning is to... The length of time your presentation will take: • My presentation will last twenty-five minutes. • I will talk for fifteen minutes. Structuring: • My presentation is split into three key areas. • Firstly ... Secondly ... Thirdly ... • To begin with ... After this ... Finally ... Saying when your audience may ask questions: • There will be time for questions at the end... • Please feel free to interrupt me as I go along. Introducing topics: • I want to look at ... • I'd like to review ... • I want to discuss ... • I'm going to analyse ... • I want to cover ... • I'd like to talk about ...
49 | P a g e Moving on: • Let's now move on to ... • I'd like to go on to ... • This brings me to ... • I now want to ... Looking back: • Let's look back for a moment ... • To go back to ... • As I said before ... Adding: • In addition ... • I might add that ... • Furthermore ... • Moreover ... Dealing with interruptions: • Perhaps I could return to that point later on? • If I might just finish? • If you'd allow me to continue? Summarising and concluding • To sum up then, ... • To summarise my main points ... • I'd like to conclude by reminding you that ... • Let me end by ... • I'd like to finish ... • In conclusion, may I remind you ... • Finally, ... Asking for questions: • You no doubt have many questions ... • If there are any questions ... • I'm sure you have many questions ... Playing for time: • That's an interesting question. • I'm glad you asked that question. • You've raised an important point there. • That's a difficult question. Closing question time: • Perhaps on that note we could end? • I'm afraid that's all we have time for. Thanking: • I'd like to thank you all on behalf of Company X. • I'd like to thank you all for your participation.