曲線圖Lesson 1單曲線

1、小作文小作文- -曲線圖曲線圖第一講第一講HexiangHexiang Foreign Language School Foreign Language School 圖表作文的分類圖表作文的分類o 動態(tài)圖動態(tài)圖o 出現(xiàn)超過一個時間（年代、月份）的數(shù)據(jù)；o 動態(tài)圖強調(diào)每個對象的趨勢o 靜態(tài)圖靜態(tài)圖o 沒有出現(xiàn)時間或是只有一個時間的數(shù)據(jù)；o 靜態(tài)圖強調(diào)數(shù)據(jù)之間的對比動態(tài)圖動態(tài)圖靜態(tài)圖靜態(tài)圖級別級別I數(shù)字?jǐn)?shù)字（必須讀）（必須讀）最高值（以時間段最終的數(shù)據(jù)決定）最高值（以時間段最終的數(shù)據(jù)決定）最高值最高值級別級別II數(shù)數(shù)字（必須字（必須讀）讀）時間段最終的數(shù)據(jù)，因而這決定了最后的時間段最終的數(shù)據(jù)，因

2、而這決定了最后的排名和每個對象的趨勢排名和每個對象的趨勢第二高第二高值值級別級別III數(shù)數(shù)字（有選字（有選擇的讀）擇的讀）以時間段最早的數(shù)字決定，因為它決定每以時間段最早的數(shù)字決定，因為它決定每個對象的趨勢個對象的趨勢最低值最低值級別級別IV數(shù)數(shù)字（有選字（有選擇的讀）擇的讀）反轉(zhuǎn)的數(shù)據(jù)（如從升到降）、趨勢變化的反轉(zhuǎn)的數(shù)據(jù)（如從升到降）、趨勢變化的數(shù)據(jù)（如升勢加速的數(shù)據(jù)）、排位變化的數(shù)據(jù)（如升勢加速的數(shù)據(jù)）、排位變化的數(shù)據(jù)（如被其它對比物體超越的數(shù)據(jù)）數(shù)據(jù)（如被其它對比物體超越的數(shù)據(jù)）其他值其他值注：注： 如果題目中出現(xiàn)少于如果題目中出現(xiàn)少于1212個數(shù)據(jù)，最好全部閱讀，否則字?jǐn)?shù)不夠；如果多個

3、數(shù)據(jù)，最好全部閱讀，否則字?jǐn)?shù)不夠；如果多于于1212個，動態(tài)圖可以忽略某些級別個，動態(tài)圖可以忽略某些級別IIIIII和和IVIV的數(shù)字，靜態(tài)圖要將將類似的數(shù)據(jù)的數(shù)字，靜態(tài)圖要將將類似的數(shù)據(jù)放在一起寫。放在一起寫。動態(tài)圖動態(tài)圖靜態(tài)圖靜態(tài)圖Step 1確定圖的類別，只有一個時間的數(shù)據(jù)就是靜態(tài)圖，多于一個時間的就是動態(tài)圖Step 2確定描述對象確定描述對象：一般不要以一般不要以國家、性別、年齡群體等作國家、性別、年齡群體等作為描述對象，即不要將國家為描述對象，即不要將國家等對象自己和自己作對比等對象自己和自己作對比Step 3確定每個對象的趨勢：上升；下降；平穩(wěn)；先升后降或者先降后升類似數(shù)據(jù)可以歸類

4、Step 4從最高值開始描述1990199520002005China 5%10%10%22%France12%20%30%30%Australia25%25%20%18%US18%16%19%17%例例1：Step 1: 確定是動態(tài)圖，因為有確定是動態(tài)圖，因為有4個時間；個時間； Step 2: 確定有確定有4個國家，個國家，4個對象；個對象；Step 3：中國、法國上升趨勢，澳大利亞下降，：中國、法國上升趨勢，澳大利亞下降， 美國基本保持不變；美國基本保持不變；Step 4：從最高值法國開始說起；：從最高值法國開始說起；1990199520002005China 5%10%10%22%Fr

5、ance12%20%30%30%Australia25%25%20%18%US18%16%19%17%例例1：數(shù)據(jù)的選擇：（數(shù)據(jù)的選擇：（總共有16個數(shù)據(jù)，說明要有取舍）級別I的數(shù)據(jù)：法國在2005年的數(shù)字；級別II的數(shù)據(jù)：2005年的4個數(shù)字；級別III的數(shù)據(jù)：1990年的4個數(shù)字；級別IV的數(shù)據(jù)：中國1995、2000年的數(shù)據(jù)，因為保持一致； 美國1995年的數(shù)字，因為是最低值；法國2000年的數(shù)據(jù)，因為和2005年的數(shù)據(jù)保持一致Industrial water use Domestic water useAgricultural water useUK23%65%12%Japan20%6

6、0%20%China10%50%40%US22%43%35%例例2：Step 1: 確定是靜態(tài)圖，因為沒有時間；確定是靜態(tài)圖，因為沒有時間； Step 2: 確定有確定有3個對象（工業(yè)、農(nóng)業(yè)和家庭用水）；個對象（工業(yè)、農(nóng)業(yè)和家庭用水）； 不要將國家為描述對象，因為國家自己和自己比較不好。不要將國家為描述對象，因為國家自己和自己比較不好。Step 3：類似的數(shù)據(jù)歸類，：類似的數(shù)據(jù)歸類， 如工業(yè)用水，美國和日本數(shù)據(jù)類似如工業(yè)用水，美國和日本數(shù)據(jù)類似 Step 4：從最高值開始說起；：從最高值開始說起；Industrial water use Domestic water useAgricultur

7、al water useUK23%65%12%Japan20%60%20%China10%50%40%US22%43%35%例例2： The highest proportion of water in the UK was for the domestic use, at 65%, followed by 23% for industrial use and 12%for farming. The highest proportion of water for the domestic use in UK, at 65%, followed by the figure for Japan,

8、at 60%, while the figure for China and the US were remarkably lower, 50% and 43% respectively. 如果寫完國家自己的情況后，再和其他國家進(jìn)行比較，會重復(fù)數(shù)據(jù)，很羅嗦。如果寫完國家自己的情況后，再和其他國家進(jìn)行比較，會重復(fù)數(shù)據(jù)，很羅嗦。因此，這道題需要選擇因此，這道題需要選擇水為描述對象水為描述對象，而不是以國家為對象。，而不是以國家為對象。小作文結(jié)構(gòu)小作文結(jié)構(gòu)首段首段改寫題目（一句話）改寫題目（一句話）主體趨勢描寫，數(shù)據(jù)支持，有必要時寫出最高點/最低點結(jié)尾重申最重要的趨勢或是主要數(shù)據(jù)o 方法方法1出現(xiàn)出

9、現(xiàn)“ “提供信息提供信息” ”的字眼：的字眼：The chart (or graph)The chart (or graph)provides /presents information (data) about provides /presents information (data) about o 方法方法2出現(xiàn)出現(xiàn)“ “show/illustrate + nshow/illustrate + n” ”:The chart:The chart shows the shows the changes in changes in o 方法方法3出現(xiàn)出現(xiàn)“ “compare+ ncompare

10、+ n” ”: The chart: The chart comparescompares圖標(biāo)作文怎樣改寫首段圖標(biāo)作文怎樣改寫首段? ?o 方法方法4出現(xiàn)以出現(xiàn)以“ “howhow” ”引導(dǎo)賓語從句：引導(dǎo)賓語從句：The chart (or graph)The chart (or graph)shows /illustrates howchanged (varied) shows /illustrates howchanged (varied) o 方法方法5出現(xiàn)以出現(xiàn)以“ “thatthat” ”引導(dǎo)賓語從句，可能將總體趨勢粗略描引導(dǎo)賓語從句，可能將總體趨勢粗略描述一下述一下: The ch

11、art (or graph) shows : The chart (or graph) shows /reveals/indicates/suggests that /reveals/indicates/suggests that 圖標(biāo)作文怎樣改寫首段圖標(biāo)作文怎樣改寫首段? ?圖表開頭圖表開頭6 6分表達(dá)分表達(dá)o The graph provides some interesting data regarding該圖為我們提供了有關(guān)有趣數(shù)據(jù)o The graph describes the trend of 這個圖描述了的趨勢o As is shown/demonstrated/exhibit

12、ed in the chart/diagram/chart/table如圖所示o According to the chart 根據(jù)這些表格o As is shown in the table如圖所示把圖表中主要信息轉(zhuǎn)化為文字信息，并且組織成文章把圖表中主要信息轉(zhuǎn)化為文字信息，并且組織成文章。o 曲線有何規(guī)律特征？o 根據(jù)曲線特征，其大致可以分成幾大段以便寫作描述？o 峰值、谷值各自多少？對應(yīng)的月份又是什么？o 曲線變動過程中有無出現(xiàn)平穩(wěn)？ 主體部分如何描述趨勢主體部分如何描述趨勢 Task I Line chart IELTS WRITINGNumber of full-time teach

13、ers of regular schools (in millions) in China (1960-1990). Example Number of full-time teachers of regular schools (in millions) in China (1960-1990). 改寫第一句改寫第一句 方法1： This chart provides/presents the number of full-time teachers of regular schools in China between 1960 and 1990.Number of full-time t

14、eachers of regular schools (in millions) in China (1960-1990). 改寫第一句改寫第一句 方法2： This chart shows/illustrates the change in the number of full-time teachers of regular schools in China between 1960 and 1990.Number of full-time teachers of regular schools (in millions) in China (1960-1990). 改寫第一句改寫第一句

15、方法3： This chart compares the number of full-time teachers of regular schools in China between 1960 and 1990.Number of full-time teachers of regular schools (in millions) in China (1960-1990). 改寫第一句改寫第一句 方法4： This chart shows/illustrates how the number of full-time teachers of regular schools in Chin

16、a changed between 1960 and 1990.Number of full-time teachers of regular schools (in millions) in China (1960-1990). 改寫第一句改寫第一句 方法5： This chart shows/illustrates that the number of full-time teachers of regular schools in China had an overall rising tendency between 1960 and 1990.主體段主體段 首句首句承上啟下連接詞：承

17、上啟下連接詞：1. According to the figure,1. According to the figure,2. It is clear that, It can be (clearly) seen 2. It is clear that, It can be (clearly) seen that, that, 3. Fromit can be (safely) concluded that3. Fromit can be (safely) concluded that五種描述趨勢的句式五種描述趨勢的句式a) There be 句型句型: “變化名詞變化名詞” 作主語作主語 +

18、 IN + 被描述對象被描述對象 e.g. There was an increase/decrease in the number of b) “描述對象描述對象” 做主語做主語 e.g. There were increasingly more teachers. c) 縱坐標(biāo)作主語縱坐標(biāo)作主語(一般為被描述對象一般為被描述對象) + 變化變化+其他其他 e.g. The number (percentage) of went up (went down) d) 橫坐標(biāo)作主語橫坐標(biāo)作主語(一般為時間一般為時間) + “經(jīng)歷經(jīng)歷” + “變化變化”+ IN 被描述對象被描述對象 + 地點地點

19、 *表示經(jīng)歷表示經(jīng)歷: saw/ witnessed/experiencede) 地點作主語地點作主語 + “經(jīng)歷經(jīng)歷” + “變化變化”+ IN 被描述對象被描述對象 + 時間時間圖表作文的時態(tài)圖表作文的時態(tài)時態(tài)：首句一般現(xiàn)在時，其他一般過去時（數(shù)據(jù)一般是以往的統(tǒng)計） 。*如果圖表是對將來情況的預(yù)測，全部用一如果圖表是對將來情況的預(yù)測，全部用一般現(xiàn)在時。般現(xiàn)在時。o E.g. In the 2002 survey, over 75% of respondents with annual incomes above $ 100,000 considered leisure time extre

20、mely important. 趨勢連接點描寫手段趨勢連接點描寫手段oThen/ from this time onwards/ from then on,there was a rise. eg. Then the number went down.2. After/ before eg. There was a rise, before the number went down. After a rise, there was a decrease, before the number remained stable.3. which was followed by/which led t

21、o/which preceded an increase/decrease eg. There was a rise, which was followed by a decrease.趨勢連接點描寫手段趨勢連接點描寫手段4. 上一句最后時間詞，上一句最后時間詞，when.when. egeg. . There was a rise in the number of teachers from_in_to_in_,when the number went down.5. Again（第二次以后的上升/下降） egeg. . There was a rise. Again, the number

22、 went down.6. However.then.However.then.（上升和下降之間）（上升和下降之間） egeg. . There was a rise. However, the number then went down. 其他關(guān)聯(lián)詞：類比、對比、句子銜接其他關(guān)聯(lián)詞：類比、對比、句子銜接 However/ compare to/ in contrast/ similarly/ conversely /while Similarly/likewise As to/ in term of / as for 4. 上一句最后時間詞，上一句最后時間詞，when. There was

23、a rise in the number of teachers from_in_to_in_,when the number went down.5. Again（第二次以后的上升（第二次以后的上升/下降）下降） There was a rise. Again, the number went down.6. However.then.（上升和下降之間）（上升和下降之間） There was a rise. However, the number then went down. 其他關(guān)聯(lián)詞：類比、對比、句子銜接其他關(guān)聯(lián)詞：類比、對比、句子銜接 However/ compare to/ in

24、contrast/ / similarly/ conversely/ / while Similarly/likewise As to/ in term of / as for 連接手段數(shù)據(jù)的表達(dá)方式數(shù)據(jù)的表達(dá)方式1. From 數(shù)據(jù) in 年份 to 數(shù)據(jù) in 年份2. Peak at 數(shù)據(jù) bottom at 數(shù)據(jù)3. There were 數(shù)據(jù)4. Decrease to 數(shù)據(jù) / increase up to about 數(shù)據(jù)5. 趨勢 with 數(shù)據(jù) 6. Which was about 數(shù)據(jù) According to the figure, there was a sharp d

25、ecrease in the number of teachers from five millions in 1960 to three millions in 1962, which was followed by a rapid increase over the next two years. 分階段描寫信息： According to the figure, there was a sharp decrease in the number of teachers from five millions in 1960 to three millions in 1962, which w

26、as followed by a rapid increase over the next two years. 主體段According to the figure, there was a sharp decrease in the number of teachers from five millions in 1960 to three millions in 1962, which was followed by a rapid increase over the next two years.分階段描寫信息： The number dropped again from almost

27、 six millions in 1964 to five million in 1966 and then went up gradually until 1976 when there was a leveling off at eight millions for the next ten years. According to the figure, there was a sharp decrease in the number of teachers from five millions in 1960 to three millions分階段描寫信息： The years fro

28、m 1986 to 1990 saw a steady rise in the number of teachers. This graph This graph showsshows the number of full-time teachers of regular the number of full-time teachers of regular schools in China between 1960 and 1990. schools in China between 1960 and 1990. According to the figureAccording to the figure, there was a sharp decrease in the , there was a sharp decrease in the number of teachers from five million in 1960 t