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Phần 1 cuốn giáo trình Bút ngữ tiếng anh cao cấp 2 Kỹ năng viết trình bày các nội dung: Understanding the task; understanding charts or tables; using appropriate language; distinguishing staticdynamic charts and using suitable tenses. Mời các bạn cùng tham khảo.
OF FOREIGN LANGUAGES PARTMET OF ENGLISH NGUYỄN THỊ HỒNG HÀ - NGUYỄN THỊ THU HOÀI ENGLISH WRITTEN PROFICIENCY ADVANCED PART WRITING GIÁO TRÌNH BÚT NGỮ TIÉNG ANH CAO CẮP PHẦN KỸ NÀNG VIÉT CO URSEBOO K Sách tặng I NGUYÊN HỌC LIỆU III ill NHÀ XUẤT BẢN ĐẠI HỌC THÁI NGUYÊN / NGUYÊN THỊ HÒNG HÀ, NGUYỄN THỊ THU HỒI (Đồng chủ biên) GIÁO TRÌNH BÚT NGỮ TIÉNG ANH CAO CẤP (Phần 1: K ĩ viết) NHÀ XUẤT BẢN ĐẠI HỌC THÁI NGUYÊN NĂM 2016 MÃ SỐ: 10-72 ĐHTN-2016 PA RT 1: DESC RIBING GRAPHS CHARTS A ND TABLES UNIT 1: INTRODUCTION TO GRAPHS, CHARTS AND TABLES LEAD-IN Activity 1: Study the table below, and then answer the questions f Immigrants to the United States, 1870* = 10,000 immigrants Country of Origin Number of Immigrants Canada ft t f t China Germany Great Britain t t t t t t t t t t t t t t t t t t t t t t l Ireland ft t t t l Italy Scandinavia t t t ‘ Selected C ountries Source: H istorical Statistics o f the U nited States: C olonial T im es to 1970 What does each symbol of a person represent? About how many immigrants from Great Britain came to the United States in 1870? From which country did the largest group of immigrants arrive in 1870? Using the blank table below, create a table based upon the information above / Understanding the task This task asks you to describe some information presented in a visual format (graph, chart, or table) The MAIN features given in the graph, chart or table must be reported in your description You must: • objectively describe the information given to you • avoid giving your opinion in the report • write in the appropriate formal style for each situation • organize your writing in a good standard manner • use appropriate language and ideas Sample task: The graph below gives information from a 2008 report about consumption of energy in the USA since 1980 with projections until 2030 Summarise the information by selecting and reporting the main features, and making comparisons where relevant U.S Energy Consumption by Fud (1900-2030) History Projections Sample answer: The line graph shows energy consumption by fuel type in the United States from 1980-2008, with projected use until 2030 Overall, fossil fuels have been the dominant type and will continue this trend in to the future Nuclear and renewable energy sources have represented a small but significant proportion o f total energy use and despite small projected gains; it is projected that they will continue doing so Petrol and Oil command the biggest share with 35 quadrillion units (35q) in 1980, rising to approximately 40q in 2008 and this trend is set to continue with a projected value o f nearly 50q in 2030 In 1980 natural gas and coal came in second and third, with around 16q and 20q respectively However, coal overtook natural gas in 1990 and despite some fluctuation, is set to be the second most usedfuel in 2030 with just over 30q It is predicted that natural gas will level o ff and remain relatively constant at about 25q Nuclear and the renewable energies all represented around 4q in 1980 and fluctuated up until 2008 It is speculated that nuclear energy will reach 10q by and solar/wind around 5q, with hydropower dropping and then remaining constant at approximately 2q Activity 2: Read the sample report above and answer the following questions: How many parts are there in the passage? What is the main content of each part? What tenses are mainly used in the sample report? Why? Understanding charts or tables The first things you should when you get the task: • read the question twice carefully • look at the chart or table very carefully until you are sure what it shows - and what it doesn’t show There are three important things to look at in a bar chart or a line graph before you write: • The title of the chart - this will tell you what is being shown overall and it usually gives the time period that it represents (e.g 1980-2000) • The titles of the vertical or horizontal axes - these will tell you what the units of measurement are (e.g centimeters, kilos, euros ) and what groups are being compared • The key or legend (if there is one) - this will tell you what groups or time periods are shown [Tip: The titles and labels on the chart/table also give you useful vocabulary to use in your description] Activity 3: Look at this chart and decide if the statements below are true (T) or false (F) according to the information shown, or if it is impossible to tell (I) Inflow of foreign workers into Australia 1992-2001 50 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 The chart shows how many Australians traveled abroad for work between 1992 and 2001 □ The chart shows the numbers o f workers immigrating into Australia between 1992 and 2001 □ The total number of immigrants into Australia in 1992 was about 54 thousand □ The chart compares two types of foreign worker □ 40 percent of foreign workers who came to Australia in 1992 were permanent settlers □ The total number of permanent foreign workers in Australia in 1995 was about 34 thousand □ Just under 15 thousand temporary foreign workers entered Australia in 1992 □ In 2001 fewer temporaiy workers arrived than workers who were permanent settlers □ Remember that you have to the following when you first look at a table or a pie chart: • Check dates to see what the time period is • Check what the units of measurement are • Decide what the most important information is • Decide what details are not so important • Make comparisons between important figures • Round figures up or down when possible Activity 4: Look at the pie chart below and look fo r all the things in the list above Im m igrant labour force in Australia by region or country of birth 1991 ■ Europe ■ Mia □ NewZeaianc □ Nbrth Africa and the M edle East • America □ Other Using appropriate language Activity 5: Now complete the text with phrases, words and numbers fro m the box 1991 sm aller a fifth a tenth sm allest four m ajor the third largest it three (x2) second largest two third The chart shows the different nationalities that made up the immigrant work force in Australia in It is clear from the chart that there were main groups of workers: Europeans, Asians and New Zealanders Only a relatively small number of workers were from other regions The of foreign workers came from Europe In fact, nearly of all immigrant workers were of European origin The group of foreign workers in the labour force were Asians They represented just under of the immigrant labour force New Zealanders, who made up almost of the foreign work force in that year, were .group The number of workers from other nationalities was much Workers from North Africa and the Middle East, for example, were only 10 per cent on the whole foreign labour force The 11 nationality group, however, were Americans These represented only 12 per cent of all foreign workers in Australia in 1991 Distinguishing static/dynamic charts and using suitable tenses The pie chart in the previous part (3) showed the situation at one point in time This kind of chart is called static chart When you describe a static chart you only need to use simple tenses (present simple or past simple, for example) Activity 6: Look again at the description you completed in the previous part (3) and underline all the verbs in past simple The chart below compares the size of the immigrant workforce in Australia in 1991 with that of 2001 In other words, it shows change over time This kind of chart is sometimes called a dynamic chart To describe dynamic charts, you need to use a variety of tenses, such as: • simple past - Between 1991 and 2001, the population increased • past perfect - By 2001, the population had increased such (courses) the three years their numbers W hich they all three years the period Those these courses VI USING QUANTIFIERS Activity 6: In writing a report yo u ’ll need to be careful using quantifiers - words like “much ”, “many ”, “some” etc Put the words and expressions below into the correct group a large amount a little a lot o f a small amount a small number less and less few few er fewer andfewer less many more most much none o f several the majority o f no with both Used with countable Used with uncountable Used nouns (men, women, nouns (time, money, countable and water etc) oars, hours etc) uncountable nouns PRACTICE Exercise 1: You should spend about 20 minutes on this task The table above gives information about the use of different modes of transport in Shanghai in 1996, and one possible motorization scenario) for their use in 2020 projection (high 37 Write a report for a university information below lecturer describing the Write at least 150 words Percentage o f passenger kilometers by different modes o f transport in Shanghai Mode of Transport 1996 2020 (projection) Walking 7% 3% Bicycle 27% 3% Scooter 12% 7% Bus 39% 22% Train - 13% Car 15% 52% Exercise 2: You should spend about 20 minutes on this task The table shows the number of language learners who used different modes of learning English between the years 2000 and 2008 Summarise the information by selecting and reporting the main features, and make comparisons where relevant Write at least 150 words Modes of learning Years 2000 2004 2008 School 4,000 3,550 2,567 Online 1,567 2,534 5,067 Self-study 2,067 1,523 1,034 Private classes 2,526 2,344 1,456 38 UNIT 6: DEALING WITH A COMBINATION OF CHARTS/GRAPHS OR TABLES To deal with a combination o f charts/graphs or tables in one task, you also need to understand the data, organize the description and using appropriate language like coping with a single one Besides, you need to specially focus on other skills such as comparing and classifying I DESCRIBING CHARTS OF THE SAME TYPE You will sometimes have to present information from more than one diagram OF THE SAME TYPE Read the following advice • Study each diagram so you are clear what information it contributes to the subject • Look for ways of comparing data between diagrams as well as within diagrams • Concentrate on describing the most significant information It’s a good idea to highlight key information on each diagram • Tiy not to use the exact words of the question How else could you say between 1987 and 1997 or where people got news, for exam ple? Activity 1: A Study the graphs below and answer the questions What is the main difference between the two graphs? Which country does the data come from? What the figures on the bottom line indicate? What are the two most popular activities for both sexes? Which group is more likely to spend time reading, men or women? 39 graphs? Are there any activities which only appear on one of the P articipation ratos in pop ular leisure a ctivities, by sex (Hn^laiul) W om en M en j vValctvhj t í K vis ¡on v ,j;c r.n -j ^ «y.^inr< l uteri-ng — » Stopping « d H k * - to m s * m $0’U * » c c is t mm H tjSuic f e * I ite^n.3 to n -tsc Re*dmf Gardennc Spirts p»e!ftst Cioiofl to tfte anona Internet emaiw» Ptayifttf campy*» oam « ^ B*i VisjM»3 musetiHts ¿noodNe-'m r 20 V -10*« M r t: b ~- '1 ' ■ :,- * w s = - s r &omg to1»>e cMttTva !~ S m > r - > emaiftnc m m im m m ■ B ) S i eccirg i !»■#wijf, v tr.ends Spgndin$ l:ri? v.ttlfriends fJroify 60% BO"» 100V OS ■■ ! S ir 20? 40 " 60 " S 3* I 00 ‘ Study the exam task and then complete the model answer by writing NO MORE THAN THREE WORDS in each space The graphs below give information on participation by men and women in various leisure activities Summarise the information by selecting and reporting the main features, and make comparisons where relevant The two graphs the percentages of men and women who take part in certain leisure activities in From the figures, we can see that watching TV is the leisure activity for in 10 men and women Spending time with friends and family is the most common leisure activity for both men and women (82%) However, there are also some differences between the Men are more likely than women to sport and exercise (58% compared with 43%) while women are more likely to spend their free time , with 40 three quarter doing so, compared with around 10 of men Similarly, women are more likely to engage in cultural activities 11 reading (73%), compared with men (56%) 12 , it seems there is general consistency between the sexes in their choice of leisure activities, despite some differences in individual rankings Activity 2: Look at the bar charts and answer the following questions The bar graphs show the number of minutes per day which adult couples in the US spend in shared activities, both on weekdays and at the weekend A comparison of the two graphs shows that overall couples spend significantly more time together at weekends (over three hours a day), than they on weekdays (about two hours) K tV n Hcajti so * i boc*ô1ằ*mằ*ãM rt! U ãnfe'Uw n »to~»ev.o'» & Cfu t )C in l.f'C+jdf'O 3no ppr»gj LI W eekdny Studying the graphs in more details, we can see that the most common shared activity for both periods is w atching TV, which accounts for 51 minutes on weekdays and 64 minutes at weekends The next most common shared activity is eating Couples spend 27 minutes eating on weekdays and 41 minutes, Total »5 ratal* To itf: about 50% longer, at weekends The difference is even greater with the remaining activities, where couples are involved for at least twice as long at weekends as they are on weekdays In conclusion, it is clear that weekends provide greater opportunities for couples to relax and enjoy each other’s company than weekdays 41 The introductory sentence is based on the heading for the bar graphs a What extra words have been added to the heading? b What extra information is included and where does this come from? What aspect does the writer focus on in the first paragraph? What word indicates this? What aspect does the writer focus on in the second paragraph? What phrase indicates this? How many activities are included in each graph? How many are named in the example answer? What phrase is used to refer the rest? Underline all the comparative expressions What phrase is used to introduce the final sentence? What three different ways are used to talk about what can be seen in the graph? H DESCRIBING CHARTS OF DIFFERENT TYPES Sometimes, when there is more than one graph of DIFFERENT TYPES, how much detail should be included in your report passage? This depends really on how much detail there is in the question There is usually a relationship between the two and you can bring in some comparison, but more than this is not necessary To cope with this kind of task, you should describe the relevant and most important parts, or describe any comparisons or trends that can be made out Also, you can compare and contrast between two different sets of data If there is too much data presented, what can be done? • Do not describe all the data • Spot the significant information: the highest point, the lowest point, etc 42 • Classify the most important and significant detail that needs to be included, for example, developed countries and developing countries, motor vehicles and non-motor vehicles, etc Activity 3: Sectoral Distribution of Employment and GDP, 2004 Services Natural resources % Industry % Trade, restaurant, hotels % Transport communie ation % Government Others % % % Employ in cm 77.4 3.6 4.9 1.6 8.7 3.8 100 GDP 19.2 15.4 31.7 8.4 12.5 7.4 100 Total Percentage of GDP The above table and graph give information about the gross domestic product (GDP) and employment sectors of a developing country Write a report for a university information shown below lecturer describing the 43 There are three possible versions for the description of the table and the graph Version 1: Describing the table and the graph separately Version 2: Describing each sector in both the table Version 3: Comparing and contrasting the different sectors in both the table and the graph Below are the three illustrative versions Say which version is 1,2 or 3? Version The data shows the level of employment and GDP in different areas in a developing country (Brief introduction) Looking first at employment in 2004, by far the most important sector was natural resources, with 77.4% of the workforce This was followed by services (including trade, restaurants, hotels, transport, communication, and government), which totaled 15.2% Finally, industrial workers were the fewest in this country at only 3.6% (Employment) However, the GDP of this country had very different patterns Most of the UDP came from the services sector Although this showed a slow but steady decline in importance, it was still by far the main contributor to the economy in 2007 at about 55% of total GDP (GDP - services) In contrast to its huge number of employees, natural resources was much less key in terms of GDP In fact, its share fell from nearly in % n Q Q ítt t o iin H p r ? n % o n n "> (GDP - natural resources) 44 Finally, industry, in 1998 the smallest sector of the country’s wealth at only about 10%, steadily increased its contribution, actually overtaking natural resources by 2007 (GDP - industry) Version : The table shows the percentage of people employed in different sectors of the economy in 2004, and the percentage of GDP which they produced The main economic sectors are natural resources, industry and services The graph shows movements between 1998 and 2007 (Introduction includes paraphrase o f topic words, and general interpretations o f the table and graph) The table reveals that although 77.4% of the population worked in natural resources in 2004, they produced only 19.2% GDP However, 3.6% o f the population who worked in industry produced 15.4% of GDP, and 15.2% of those who worked in the services sector produced 58% of GDP (Notable features o f the table) The graph shows that services as a percentage of GDP has been falling steadily In 1998, natural resources provided more than 25% of GDP but this declined to less than 20% in 2007 Industry earned only about 10% o f G D P in 1998, but rose alm o st to 20% in 2007 (Summary o f information and trends in the graph) The table and the graph reveal that GDP is earned primarily by the services sector (Concluding sentences) Version : The data show some economic indicators for the services, natural resources and industry sectors in a developing country (Brief introduction) 45 Looking first at services, clearly this area contributed significantly more to GDP than the others, although it decreased slowly, from above 60% in 1998 to below that level in 2007 In 2004, services made up 58% of GDP (most of this - 37.1% - in terms of trade, restaurants and hotels), but comprised only 15.2% of the workforce (First sector- services) In contrast, most people (77.4% in 2004) worked in natural resources, but this sector made only a small and decreasing contribution to the country’s GDP, which fell from about 27% to 18% between 1998 and 2007 (Second sector - natural resources) In terms of employment, the third sector, industry was easily the smallest at only 3.6% in 2004 However, over the time period in question, it gradually became more important in the nation’s economy, actually having a higher percentage of GDP (19%) than natural resources by 2007 (Third sector - industry) Activity 4: Look at the question and two descriptions Say which one is strong, which is weak and why The charts show information on life expectancy and average income (GNI) in six countries Summarise the information and make comparisons where relevant 46 L ife E x p e c ta n c y Men Women India 62 65 Japan 78 85 Germany 76 81 Malaysia 71 75 Brazil 66 74 Australia 78 83 100 ■ India 80 ■ Japan 60 □ Germany 40 □ Malaysia ■ Brazil 20 ■ Australia Men Women A verage In com e: G ross N ational In com e (G N I) GNI India 720 Japan 38980 Germany 34580 Malaysia 4960 Brazil 3640 Australia 32229 47 40000 35000 30000 25000 20000 15000 10000 5000 ■ India ■ Japan □ G erm any □ Malaysia ■ Brazil ■ Australia GNI US$ Model Answer The two diagrams compare average life expectancies for men and women and average personal income in six very different countries around the world If we look at the first chart, we can see that overall, women live roughly five years longer than men in all the countries At 85 years, women in Japan have the longest life expectancy, closely followed by Australian and German women (83 and 81 years respectively) Malaysians and Brazilians have a shorter life expectancy, and people in India have the lowest, with women only expecting to live to their mid-sixties In chart tw o, w e can see there is a m assiv e d ifferen ce in average incomes Japanese, Germans and Australians all earn over $30,000 a year The figures for Malaysia and Brazil are much lower, at around $5,000 In India, the average is only a few hundred dollars In conclusion, it seems obvious that there is a strong link between a country's wealth and the health of its citizens (161 words) Model Answer 2: The charts illustrate that information on life expectancy and average income (GNI) in six countries 48 In chart one, India men is 65, women is 65 Japan men is 78, women is 85 Germany men is 76, women is 81 Malaysia men is 71, women is 75, Brazil man is 66, women is 74, Australia men is 78, women is 83 In chart 2, India is so poor They not have the economy or industry because there is farming and it is not developed Japan is the number one because it makes the great things everybody wants to buy, like Sony Playstation But maybe one day China will catch up and be the number one In conclusion, we need to work hard to improve the economy in Taiwan, and the life expectancy (133 words) PRACTICE Exercise 1: % Sources of world newt: results of survey: 1987-1997, UK 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 49 Sources of local news: results of survey: 1987-1997, UK 60 Newspaper i>0