How to read a chart or graph

Introduction:

ok I am studying so hard because I am going to present a English Pearson Test soon, then I have to practice a lot with new things and new ways to use the language. Then here comen my notes. 

VOCABULARY 

- Ansiedad = Anxiety (Nsaiety)

-Pie chart = A pie chart is a type of graph representing data in a circular form. 

- A Venn diagram is an illustration that uses overlapping circles to show the logical relationship between two or more sets of items.

- Latchkey kids, kids growing up in a free context. 

- Latch, is the instrument to open o close the door with a key. 

- Jagged - áspero

- Rugged - tosco/vigoroso/fuerte/aspero

- As a matter of fact - de hecho

- Ads - advertisement 

- Pep Talk - Discurso de consolación 

- Shoot off the charts - Something could be out of control 

- A judgment call - to make a decision based on personal judgment 

- Remain - quedarse constant 

HOW TO READ A CHART OR GRAPH

Type of graphs: Pie chart, bar graph, line graph... etc.

Axis = lines x and y

In my opinion 

Going up = to increase/to grow
numbers are rising 
Rose - aumentar
Soar - elevarse/ altísimo - going up significantly and fast - sudden increase (we have to use it if the numbers just shot up)

Going down = to decrease/ to fall
Decrease - disminuir (general)
Decline - numbers steadily going down. 
Drop - get down suddenly 
Fall - dramatic way
Plummet - Very sudden decrease - (only be use when you see a very big change in the graph)

Up and down
Fluctuate 
Zig zag 

The highest point = peak

Lowest point 

steady = estable

throughout = a lo largo de/durante/a través de...

sharp fall = a dropping (una caida)

Trend - change in a general direction (tendencia)

Ended up 

gradually - ir gradualmente

has risen sharply - ha crecido/incrementado

the most of the time when we are using percents we need to use the preposition "by"

Phrases to start describing a graph 

1. Increase 

the nunbers rose significantly in the last quarter

The numbers are rising 

The numbers are increasing

__________ soared last month as __________ dropped

2. Going down 

_________ dropped Last year
______ stock plummeted after __________ (only be use when you see a very big change in the graph)

3. Fluctuated

_________ fluctuated unusual _____________
_________ fluctuated regular _____________

4. Kinda line

The numbers remain constant 

Flattens off - se aplana

Exercise 

1. Its a line graph The sales fluctuated between 1 and 9 throughout the period of 1987 to 2016

2.  The numbers considered decrease between 2001 until 2003 

3. We can see how it significantly increase to 2005

4. And increase gradually to ended up 

5. We have a sharp fall in 2003

6. Our Peak is in 2016

          7. Our lowest point is 2003

 8. The trend increase between 2003 and 2016. 

The trend increased from 2003 to 2016.

There was a rise in the trend between 2003 and 2016.

The trend showed growth from 2003 to 2016.

Between 2003 and 2016, the trend went up.

The trend grew between 2003 and 2016.

9. At the beginning the numbers fluctuated to decrease but after 2003 the tendenci rise up 

10. The numbers no stabilized throughout this period 

 

The numbers show us that breathing is very important for cycling...

1. Its a line graph with 2 parameters 
2. The numbers increase when we talk about Depth breathing and the Cycling speed 
3. On the other hand the breathing rate seems stabilize then rise up gradually after 10 km/hour 
4. Both parameters ended up in the peak or the hist point of each one.
5. The lowest point in both parameter start on 0 km/hour
6. The graph trend to grow gradually 
7. Between 12 or 13 depth breathing flatters off and breathing rate start increasing, it works in opposite way. 

Vocabulary per 2 parameters:
Simultaneously, at the same time, the intersection, both, while one is doing... the other... in the other hand....

What to do:
Fist describe what parameters we can see ¿Is it necessary? 

Second talk about lowest and peak or highest point.
Third fluctuations or intersections.   

Fourth. Talk about the trend.

Fith. conclusion, as we see/in my conclusion.. there is a relationship between... 

Sentences:

As shown in the graph

As can be seen in the image, the sales increased from 2010 and 2015 

Sales plummeted in this period. However, these levelled out in the following years.

 if, when, who, because

"S" sound.

In English we can just find S at the end in:

- Verbs for third person - Claps

- Plural - boots

- Possessives - teacher's jacket 

- Contractions / it's = is or has

We just have 3 different ways to pronounce it like:

1) S - sss  when the previous sound is unvoiced like T - boots or claps

2) Z- abeja (bee) if the previous sound is voice we have a Z sound like: tree - trees or swim - swims  

3) iZ - iz  when we have a S/Z/CH/SH/TCH sounds at the end example To watch - watches miss- misses 

 

"ED" sound. 

Las palabras que terminan en T o D se les agrega la extra sílaba ID ex. 

Start - started - startID 
Part - Parted - partID
End - Ended - EndID
Test - Tested - TestID
Need - Needed - NeedID

Para las palabras "Voiced" or "Unvoiced" vamos a hacer match, voice with voice and unvoiced with unvoiced. 

VOICED - D 

Voice with voice

Dine -Dined - Dineth
Love - Loved - Loveth
Comply - Compled - completh
Remember - Remembered - remembeth (Las palabras que terminan en R no se pronuncia la R)

UNVOICED - T

Unvoiced and unvoiced

Clap - Claped - clapt
Kick - Kicked - Kickt 
Dance - Danced - Danst
Wash- washed- washt

Notes for retell:

every geneeration, new normal, studing coreins in jamaica, go out an look now the see a different and that is their normal keep declaing   

 

to use in your retelling.

Identifying supporting points or examples

You can often identify the main idea of a lecture by listening to the first sentences that the speaker says. Once you have identified the main idea, you can listen for supporting points which support this idea. To identify these, listen for information that helps you understand the main idea.

Supporting points can support the main idea in a number of ways. Look at these examples of supporting points:

• Comparison and contrast
• Description
• Clarification
• Illustration
• Causality
• Exemplification
• Prioritising and ranking ideas

As you learnt in a previous step, it is not possible to take notes on every word in the lecture and you cannot retell all content as you only have 40 seconds. Therefore, it is important to be able to prioritise, rank ideas and choose those which are the most relevant to support the main idea. There are two types of details:

• Major details These are essential for understanding the main ideas. It offers primary support for the main idea.
• Minor details These help understand the major details. They offer support for the major details. In retelling a lecture in the speaking section of PTE Academic, you should use the major details as these are essential to understanding the main idea and some of the minor details.

Showing the connection between main ideas and supporting details

When you retell the lecture, you need to show the connections between the main ideas and supporting details. To do this, you need a range of signposts to specify the type of connection. These include:

Connection	Examples
Comparison and contrast	however, in contrast, similarly, this is different/similar to, on the one hand/on the other hand
Causality	This is because, the reason for this, therefore, so, as a result, one consequence of this, one reason for this, this occurs when, this results in
Exemplification	for example, for instance, one instance of this, an example of this

  

Movement

If the image that you need to describe is a line graph or two graphs at different times, you need to describe the changes that occur over time. To do that you can either use verbs or nouns:

Verbs

• The number of people who rode bicycles to work increased from 1980-2002.
• The number of families with more than two children decreased.

Nouns

• There was an increase in the number of people who rode bicycles to work from 1980-2002.
• There was a decrease in the number of families with more than two children.

 

If you use a noun to describe the movement, you need to use an adjective to describe the amount:

• There was a dramatic increase in the number of people who rode bicycles to work from 1980-2002.
• There was a significant decrease in the number of families with more than two children.

If you use a verb to describe movement you need to use an adverb to describe the amount:

• The number of people who rode bicycles to work slightly increased from 1980-2002.
• The number of families with more than two children rapidly decreased.