雅思写作教案Teaching Plan_IELTS Writing

雅思写作教案Teaching Plan_IELTS Writing

IELTS writing task 1---- Line graph

Teaching plan

Teaching aim: students grasping the idea and skills of writing a line graph Key points: verbs and adjectives of describing a line, typical sentence structures used in a line graph

Difficult point: paragraphing, comparing two lines and find out the similarities and/or differences between them

Teaching procedure:

1 Homework discussion:

2 Teaching and learning

1) Pre-task: Students have been asked to find out words which have the similar meaning with “increase”, “decrease”, “remain the same”, “the highest point”, “ the lowest point” 2) During task:

Step one—analyze the graph

①How to read a line graph

●What does the instruction say?

●What does the title tell you?

●What does the X-axis tell you? What is the unit of these numbers?

●What does the Y-axis tell you? What is the unit of these numbers?

●Are there any notes?

●What does each of the lines stand for?

②Important figures

●What are the highest points ?

●What are the lowest points ?

●At what number does the line start ?

●At what number does the line end?

●Are there any special points?

③What to summarize and compare

●What is the general trend of the two lines respectively?

●What are the most noticeable similarities and/or differences these two lines have ?

Step two—decide how many paragraphs you are going to write

Paragraph one—introduce the topic and summarize the main feature, stating the general trend Paragraph two—describe the first line and summarize its main feature Paragraph three —describe the second line and summarize its main feature

Paragraph four—conclude/state the main feature (shouldn’t be exactly the same with the introduction)

Language points:

Important verbs and phrases

increase, go up, rise up, grow up, jump up, surge, shoot up, soar

decrease, go down, decline, fall down, drop, sink,

slump, plummet,

reach the peak/top/highest point increase to the peak/top/highest point

reach/hit /drop to the bottom/lowest point

fluctuate, rise and fall

remain the same/stable/constant, stabilize, level off,

Important sentence structures

①The number of … increases /declines…from… to… at …

②There is a steady increase/decline in the … from…to…

③The time from…to…witnesses a steady increase/decline in the number of…from…

to…

④…, which precedes a decrease/increase=which is followed by…=which leads to…

⑤…(time), when/preposition + which..

⑥Comparing:

however/on the contrary/on the other hand/while/whereas/in contrast to

⑦Similarly/likewise; A similar tendency is…

Example:

The graph below shows the demand for electricity in England during typical days in winter and summer.

Summarize the information by selecting and reporting the main features and make comparisons where relevant.

There is a steady decline in the demand of electricity from 17,000 units at 0:00 to 12,000 units at 9:00 am in summer. The summer needs level out from 13:00 pm to about 18:00, which is followed by a slight rise after that until around 19:00 pm.

(The students will be asked to make sentences with the structures above)

Paragraph one:

Paraphrase the instruction using synonyms to substitute words from the instruction. For example:

country=nation proportion=percentage information=data number=amount

family=household males=men

females=women

kinds=types

demand=need university=college show=describe, illustrate, reveal

categories=kinds

some=certain

the UK=Britain