14 August: 11-test2-W1

The charts below show the proportions of British Students at one university in England who were able to speak other languages in addition to English, in 2000 and 2010.

v2-00ddb981886c9047f8f5939450d89085_b.jpg

分类方法:按照增减分类.

巨大错误,光纵向比了 没有横向比。 the good paragraph consists of more than 2 sentences. 

The pie charts compare the language proficiency of British students at one university in England in two separate years 2000 and 2010. There was a separate category representing all other languages.

We can see from the pie charts that Spanish is the most popular foreign language in students who can merely speak one foreign language. And the figure for Spanish speakers was even higher in 2010 increased by 5% over 10-year period. Similarly, the numbers of all other languages and trilingual students  got up by 5% from 2000 to 2010.

Rather, the proportion of British students who only mastered German and English remained stable at 10%On the other hand, monolingual students and those who could only speak English and French dropped. Monolingual students had a rapid drop by 10% that merely 10% students could only speak their mother tongue.

In general, a larger number of British students in this university were capable of using foreign languages in 2010, compared to 2000.

  1. n.v. decline/fall-fell/drop-dropped/decrease. decline 不能用被动形式。n.v. increase/ rise-rose; v. grow-grew/go up-went up;    dramatically; sharply; rapidly;
  2. It is clear from .. that..; we can see from the .. that..; It can be seen form the .. that..; The .. shows that..; 
  3. 单复数和不注意过去时态的问题比较多,定语也要用过去时态
  4. with 独立主格。with + 国名/城市名/类别名 + 现代分词(主动含义)/过去分词(被动含义)。经常用在一个句子的前半部分里提出一种定性的比较,然后在这个句子的后半部分里用with引导的独立主格结构来给出具体的数字。    e.g. Petrol and oil are the dominant fuel sources throughout this period, with 35 quadrillion units used in 1980. They affected different regions differently, with Europe having as much as 9.8% of degradation.
  5. by 2004″过去的过去”,用过去完成时.    e.g. By 2004, sales figures for both products had risen across the world.  These calls had fallen back to the 1995 figure by 2002.
  6. within 10 years ~ over the 10-year period;
  7. bilingual students; monolingual adj.单语的;multilingual > 2. trilingual三语的;

Sample Answer: a band 6 score

  1. covers all the key features of task. but some repetition of information and some irrelevant commentary(which is good because it shows that more people have learned other languages well.).
  2. effective use of cohesive devices. but a tendency to rely on dates
  3. range of vocabulary is adequate. but the writer does not attempt any less common items
  4. a mix of simple and complex sentence forms but the range need to be wider to achieve a higher score.
  5. 分段逻辑:占最大比例的一段;2000年 占最小比例的一段; 一个;一个;

The charts show the percentage of the British students, who are able to speak languages other than English, in 2000 and 2010. In 2000, 20% of the British students were not able to speak another language. But in 2010 the number has decreased to 10%, which is good because it shows that more people have learned other languages well. 主观判断/阐释

The biggest percentage had Spanish only with 30% in 2000. However it has increased by 5% and is in 2010 still the highest percentage with 35%.

In 2000, German only and two other languages were the lowest ones, both with 10%. While in 2010 French only, German only and two other languages show the lowest percentage, while all of them got 10%. All in all, the percentage of German only in 2000 and 2010 hasn’t changed. The percentage of French only has decreased by 5%. No other languages percentage was reduced by the half: from the 20% in 2000 to 10% in 2010.

The number of people, who are speaking two other languages has increased by half as well : from 15% to 20%.

But still, the most common learned language is Spanish only: In 2000 there were 30% of English students, who spoke it fluently, while in 2010 the number has increased further to 35%.


该校英国学生的语言能力包括:1 只会英语,2 会英语和法语,3 会英语和德语,4 会英语和西语,5 会英语和一门其他语言,6 会英语和两门其他语言。

动态or静态? 动态图首句:整体上趋势 /整体上某个高于另一个。

你会把这个题当成动态图(相同颜色的扇形比较,看趋势是增加还是减少)还是静态图(写完一幅饼图,再写另一幅饼图,结尾段总比比一下两幅图)来写?都行。以下范文是当做动态图来写的。

范文:本文的结构非常好。

The pie charts show the language proficiency of British students, at a particular university, in French, Spanish, and German in 2000 and 2010. There was a separate category representing all other languages. 单独的类别

Most of these students could speak only one language other than English. Spanish was the most popular among such students. In 2000, 30% of all students in this university spoke Spanish as their only a foreign language and this figure increased to 35% after 10 years. Merely 10% of all students could speak only German and English in both 2000 and 2010. Equal numbers of students were only able to speak French and all other languages (in addition to English) in 2000, both 15%, but such French speakers declined to 10% while speakers of all other language rose to 20% in 2010.

There were students who mastered two other languages. Such students represented 15% of all students in 2010, higher than the figure for 2000 (10%). On the contrary, some students could speak English solely. However, the proportion of them decreased, from 20% to 10%.

In sum, a larger number of British students in this university were capable of using foreign languages in 2010, compared to 2000.

如果要评难度,我会给这篇文章评最难。不要看了题目觉得简单,更不要看了范文觉得简单,自己写了才知道。接下来谈谈这篇文章的难点:歧义

1 只会英语的学生    students who only speak English

2 只会英语和法语的学生   students who only speak French 是错误的

students who speak English and French 有歧义(因为有学生除了英语和法语还会其他语言,也将包含在这一组),但是文章巧妙地将只说一门外语的学生分成了一段,在这样的段落中,这样写就正确了(这就是分组、分段的重要性

students who only speak English and French 对

students who only speak French in addition to English 对v2-c58d5864bacfefab99d9a5fb84ef295d_r.jpg


The charts compare the proportion of students in a British university who know how to speak foreign languages in two separate years 2000 and 2010.

It is clear that Spanish was by far the most popular second language spoken by people in that university. Additionally, with the exception of French’s figure, all the percentages of individuals who were able to speak more than one language rose during the research period.      数据描述不准确,German的数据维持不变。

In 2000, 30% of people in the university were able to speak Spanish, which was the highest figure in the graph. Meanwhile, the rate of students who does not know any language other than English stood at 20%. In the same year, the proportions of those speaking French and another language were equal, at 15% respectively. Likewise同样地,类似地, 10% of the students knew either German or two other languages.   描述2000年的饼图,然后扇形从大到小描述。

During 2010, while the percentage of students who do not know any other language dropped to 10%, the figure for Spanish speakers rose slightly to 35%. At the same time, both the rates of individuals who know another language and two other languages increased by 5% to 20% and 15% respectively. While German’s figure remained at the same level, the proportion of French speakers declined by 5% to 10%.

  1. separate no seperate
  2. 多样的描述水平,know how to speak foreign languages; who were able to speak more than one language; who does not know any language other than English;          students- individualsspeakers;               the proportion of; the rates of; the percentage of; the figure for; the number of;

The two given charts illustrate the distribution of Britain bachelors who spoke foreign languages in 2000 and 2010. In general, it seems that the population of British-bilingual students were more likely increased in three major languages, French, Spanish, and another language. However, Students who spoke in two other languages and French had not precisely developed as well as one literal population, who spoke no other than English.
French, Spanish, and another language had obviously lightened up to 5% within ten years. In 2000, French spotted at 10 %, followed by another language that got 15%, then Spanish situated at 30%. Fortunately, those three additional languages had risen 5%; 15% , 20%, 35% respectively.
Contrarily, German additional language spotted at the same place, 10%, in 2000 and 2010. In another hand, the British students who spoke French had slightly plummeted to 5%, from 15% in 2000 to 10% in 2010. As a result increasing bilingual population, one literal population dropped within ten years, it gained 20% in 2000 but decreased 10% in 2010.

  1. 红色字体,描述不准确。
  2. ‘plummet verb [ I ] UK ​ /ˈplʌm.ɪt/    to fall very quickly and suddenly暴跌,急剧下降
    e.g. House prices have plummeted in recent months.  Several large rocks were sent plummeting down the mountain.  She plummeted to the ground.
  3. Germany-German; France-French; Spain-Spanish;

The two pie charts illustrate the percentage of students at one English university who could communicate in other languages aside for English, in 2000 and 2010.

Generally, it is clear that British students were mostly monolinguals and among the options mentioned, French was the increasingly popular language among students while the opposite is true for Spanish.

As seen throughout the survey, the percentage of monolingual students occupied the top spot in both 2000 and 2010 (30 and 35 percent, respectively). While the figures for French speakers and trilingual both rose by 5 percent (15 percent to 20 percent and 10 percent to 15 percent, respectively), the statistics for an unspecified language and Spanish speakers both declined, with the later halving its starting figure to 10 percent at the end of the survey. The most striking feature however, was the percentage of German speakers, which remained at 10% in both years.

Grammar: 形容词的前置与后置

 

 

 

 

 

 

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