lesson-5-雅思小作文-柱狀圖教案課件

1、lesson-5-雅思小作文-柱狀圖lesson-5-雅思小作文-柱狀圖柱狀圖 Bar Chart柱形統(tǒng)計(jì)圖的特點(diǎn)：圖形顯示的比較清晰、直觀，并能同時(shí)對比各個(gè)項(xiàng)目在某特定時(shí)間點(diǎn)上的差異。但對于單個(gè)項(xiàng)目來說，因各個(gè)時(shí)間段的變化不是連續(xù)的，所以不能反映出項(xiàng)目的變化的明顯差異及變化規(guī)律。形式多樣：從同一組項(xiàng)目中的柱子數(shù)量可分為單柱與多柱柱狀圖 Bar Chart柱形統(tǒng)計(jì)圖的特點(diǎn)：垂直與水平柱形圖, 垂直直方圖(vertical histogram).用長條顯示數(shù)據(jù)的值, 既可以展示數(shù)值變化, 又可用與多個(gè)數(shù)據(jù)之間的比較.但由于柱形圖反映的各個(gè)數(shù)據(jù)之間沒有連接點(diǎn), 因此在反映變動(dòng)趨勢上不如曲線圖有效.

2、條形圖, 水平直方圖 (horizontal histogram).和柱形圖相似, 僅是柱形圖的90度旋轉(zhuǎn).描述不同類別之間的差別情況, 突出數(shù)值的比較, 而淡化某項(xiàng)數(shù)值變化.形式多樣：從柱子的方向，可為柱形圖和條形圖垂直與水平柱形圖, 垂直直方圖(vertical histo柱狀圖 Bar Chart單柱子Only one item寫作思路：如果以時(shí)間為橫軸的話，就寫變動(dòng)趨勢（寫法同線形圖）柱狀圖 Bar Chart單柱子柱狀圖 Bar Chart單柱子Only one item寫作思路：如果是以組為橫軸，則進(jìn)行數(shù)據(jù)對比（寫法同餅狀圖）。柱狀圖 Bar Chart單柱子柱狀圖 Bar Cha

3、rt多柱子More than one items寫作思路：數(shù)據(jù)少比如每個(gè)組里就兩個(gè)柱子，可以全寫；如果數(shù)據(jù)比較多，比如每個(gè)組里有五個(gè)柱子，那就取幾個(gè)最大或者最小的就行，也就是說在比較的過程中想要拿到想要的結(jié)果就要找對比鮮明的那一對就對了。把對比最鮮明的幾個(gè)柱子描述清楚，其他的可以一帶而過。柱狀圖 Bar Chart多柱子描寫柱狀圖的要點(diǎn)如何觀察圖表?首先要看清各個(gè)柱子所代表的項(xiàng)目及數(shù)值意義;找出最大和最小的數(shù)據(jù)，比較柱子與柱子之間的落差，突出落差的極值;數(shù)據(jù)分成幾組? 表明趨勢或?qū)Ρ冉Y(jié)果1. 數(shù)據(jù)對象少且橫軸為時(shí)間軸時(shí), 對不同時(shí)間段內(nèi)的同一信息進(jìn)行歷時(shí)比較;2. 數(shù)據(jù)對象很多時(shí), 對多個(gè)數(shù)據(jù)

4、組進(jìn)行整體比較; 如何比較?一個(gè)段落說明一種比較內(nèi)容；比較要按一定的思路來組織, 描寫柱狀圖的要點(diǎn)如何觀察圖表?思路1對不同數(shù)據(jù)進(jìn)行比較, 突出極值.(同單線圖) 思路1對不同數(shù)據(jù)進(jìn)行比較, 突出極值.(同單線圖) 思路2 (同多線圖)1. 項(xiàng)目少, 且時(shí)間界限明確時(shí), 對不同時(shí)間段內(nèi)的同一信息進(jìn)行比較.(如有必要強(qiáng)調(diào)同一數(shù)據(jù)組內(nèi)部的差異)思路2 (同多線圖)1. 項(xiàng)目少, 且時(shí)間界限明確時(shí), 對不思路32. 數(shù)據(jù)對象很多時(shí), 先對多個(gè)數(shù)據(jù)組進(jìn)行整體比較, 然后強(qiáng)調(diào)同一項(xiàng)目數(shù)值變化及差異. The graph below shows the figures for imprisonment i

5、n five countries between 1930 and 1980.Write a report for a university lecturer describing the information shown below.先整個(gè)比較五個(gè)國家的imprisonment；再分析某一個(gè)國家的不同年份的imprisonment的數(shù)值變動(dòng)。思路32. 數(shù)據(jù)對象很多時(shí), 先對多個(gè)數(shù)據(jù)組進(jìn)行整體比較, Sample 1The graph below shows the different modes of transport used to travel to and from work i

6、n one European city in 1960, 1980 and 2000.Sample 1The graph below shows 思路：將柱狀圖當(dāng)成線形圖來寫；連接極值，成四條線進(jìn)行分類：增長的 car；減少的 bus波動(dòng)的 train tube思路：進(jìn)行分類：P1The graph below shows the different modes of transport used to travel to and from work in one European city in 1960, 1980 and 2000. The bar graph shows the cha

7、nging patterns in commuting by train, car, tube or bus for commuters in one European city in the years 1960, 1980 and 2000. They had different change situations. the taskYour writing: Introduction sentence and overview sentenceP1The graph below shows the diP2The number of people using trains at firs

8、t rose from just under 20% in 1960 to about 26% in 1980, but then fell back to about 23% in 2000. body: trainsP2The number of people using tP3Use of the tube was relatively stable, falling from around 27% of commuters in 1960 to 22% in 1980, but climbing back to reach 25% by 2000.body: tube P3Use of

9、 the tube was relativeP4On the other hand, the use of cars increased steadily from just over 5% in 1960 to 23% in 1980, reaching almost 40% by 2000, whereas the popularity of buses has declined since 1960, falling from just under 35% in 1960 to 27% in 1980 and only 15% in 2000. body: car and busP4On

10、 the other hand, the use oP5The graph indicates the growing use of cars for commuting to work between 1960 - 2000, and the continued decline in the popularity of buses from being the most popular mode of transport in 1960 to the least popular in 2000.Your writing: conclusionP5The graph indicates the

11、 growThe chart below shows the different levels of post-school qualification in Australia and the proportion of men and women who held them in 1999.Sample 2The chart below shows the difflesson-5-雅思小作文-柱狀圖教案課件lesson-5-雅思小作文-柱狀圖教案課件分組法低學(xué)歷 （skilled vocational diploma）女低于男中學(xué)歷 （undergraduate diploma, Bac

12、helors degree）女高于男，而且Bachelors degree的兩者數(shù)值基本相等。高學(xué)歷 （postgraduate diploma, masters degree）女低于男分組法P1The chart below shows the different levels of post-school qualification in Australia and the proportion of men and women who held them in 1999.The chart gives information about post-school qualification

13、s in terms of the different levels of further education reached by men and women in Australia in 1999.the taskYour writing: Introduction sentenceP1The chart below shows the diP2From the chart, we can see immediately that there were substantial differences in the proportion of men and women at differ

14、ent levels.Your writing: overview sentenceP2From the chart, we can see iP3The biggest gender difference is at the lowest post-school level, where 90% of those who held a skilled vocational diploma were men, compared with only 10% of women. By contrast, more women held undergraduate diplomas (70%) an

15、d fewer women reached degree level (55%).Your writing: Lower levelP3The biggest gender differencP4At the higher levels of education, men with postgraduate diplomas clearly outnumbered their female counterparts (70% and 30%, respectively), and also constituted 60% of Masters graduates.Your writing: Higher level=overtake/exceed/ outweigh/ more thanP4At the higher levels of educP5Thus we can see that more men than women hold qualifications at the lower and higher levels of education, while more women reach undergraduate diploma level than men. The gender difference is smallest at the level of