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Activities guide learners from discussing personal habits, reading and selecting the best summary, to drafting and peer-assessing answers using marking criteria.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/ielts-academic-lexis-for-describing-graphs/491288/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/ielts-academic-lexis-for-describing-graphs/491288.png","ImageObject",300,407,{"name":42,"@type":43},"Cart","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-01",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main learning goal of this activity?","Question",{"text":63,"@type":64},"Enable students to use a wide range of suitable academic lexis for describing and comparing graph data in IELTS Academic Writing Task 1.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do students practise selecting an appropriate summary?",{"text":68,"@type":64},"They read three different summaries of the graph and decide which one is best, then identify which phrases can be used across different summaries.",{"name":70,"@type":61,"acceptedAnswer":71},"What kinds of language improvements do the worksheets target?",{"text":72,"@type":64},"Students focus on contrast/comparison phrases (e.g., whereas, on the other hand), less sophisticated alternatives (e.g., but), imprecise information (e.g., approximately), and transforming word classes like nouns to verbs and adjectives to adverbs.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},491288,1791162601,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":110,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":117,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","IELTS Academic: Lexis for describing graphs  \nAn activity which helps students use a range of suitable lexis for describing graphs. The session can be used for IELTS preparation or for more general academic writing skills.  \n\n| Time required: | 60–70 minutes |\n| --- | --- |\n| Additional\u003Cbr>materials\u003Cbr>required: | 􀂃 sample task: One copy per student, or display on the board\u003Cbr>[https://www.ielts.org/PDF/120430_academic_writing_%20task_1B.pdf](https://www.ielts.org/PDF/120430_academic_writing_%20task_1B.pdf)\u003Cbr>􀂃 assessment criteria for Academic Writing Task 1\u003Cbr>􀂃 Worksheets 1 and 2 – one copy of each per student (folded, where indicated, before the lesson)\u003Cbr>􀂃 Worksheets 3A and 3B – one copy of each for half the class |\n| Aims: | 􀂃 to enable students to use a wide range of suitable lexis for describing graphs\u003Cbr>􀂃 to improve students’ understanding of the requirements of IELTS Academic Writing Task 1\u003Cbr>􀂃 to practise writing an answer under timed conditions |\n\nProcedure  \n1. Write the following questions on the board and ask students to discuss them in pairs for two minutes:  \nWhat time of day do you usually watch TV and what do you watch?  \nWhat time of day do you usually listen to the radio and what do you listen to?  \nDo you watch TV or listen to the radio more?  \nDo you think most people have similar TV and radio habits to you?  \nAsk a few students to share their answers with the class and use their answers to generate a summary for the class of when they tend to listen to the radio, when they watch TV and which they do more of.  \n2. Tell students you will show them a graph that shows how radio and TV audiences change throughout the day in the UK. Show the graph on the sample task and ask them to read it and decide if it is similar to their habits.  \n3. Tell students they are going to read three different summaries of the graph and they have to decide which one is the best. Hand out Worksheet 1 folded along the dotted line and make sure students don’t unfold it yet. Elicit feedback.  \nKey to Worksheet 1  \nNot A because it has some informal language (telly), too much simple language (repetition of ‘big’), repeats language from the rubric (audience) and interprets the data instead of reporting.  \nNot B because it gives specifics not trends.  \nOption C is correct because it summarises the three main points (TV is more popular overall, radio is more popular in the morning and TV in the evening) and has a good range of academic language. IELTS option: Focus students on the rubric and elicit the first instruction (summarise), then draw their attention to the phrase ‘make comparisons’ and ask which part of the summary does that (whereas) .  \n4. Ask students which words or phrases in option C could be used in any summary (To sum up, overall, whereas, significantly) . Ask if there are any words or phrases in the other summaries that could replace these words or phrases. Students can now unfold the worksheet to check. At this point you might want to elicit that ‘but’ is not a very sophisticated option. Ask students to work in pairs to put the other words from the second box in the right places. In feedback, draw students’ attention to the use of commas and full stops for the contrast phrases and clarify the meanings of significantly, substantially and slightly. You could also elicit how the writer has avoided repeating the words ‘radio and television audiences’ and elicit a few more ways of doing so (viewers, listeners, etc.) .  \nKey to Worksheet 1  \nBox 1  \nIn general  \nGenerally speaking  \nBox 2  \n. However  \n. On the other hand  \nBox 3 substantially slightly  \n5. Ask students to work in pairs to decide if the sentences on Worksheet 2 (fold before handing out) are about the TV or the radio and then fill in the missing figures, which will either be percentages or times.  \n6. Elicit the part of speech of ‘sharp’ and ‘rise’ in the first sentence and of ‘rises’ and ‘steadily’ in the fourth sentence, then get students to unfold their","cbCaikNxAtM6GDZm","https://ap.wps.com/l/cbCaikNxAtM6GDZm","pdf",285320,"English","# Procedure\n## Discussion and graph reading\n## Choosing the best summary and upgrading language\n## Word forms, imprecise information, and writing structure\n## Exchange, feedback, and assessment\n# Academic Writing Sample Task","[{\"question\":\"What is the main learning goal of this activity?\",\"answer\":\"Enable students to use a wide range of suitable academic lexis for describing and comparing graph data in IELTS Academic Writing Task 1.\"},{\"question\":\"How do students practise selecting an appropriate summary?\",\"answer\":\"They read three different summaries of the graph and decide which one is best, then identify which phrases can be used across different summaries.\"},{\"question\":\"What kinds of language improvements do the worksheets target?\",\"answer\":\"Students focus on contrast/comparison phrases (e.g., whereas, on the other hand), less sophisticated alternatives (e.g., but), imprecise information (e.g., approximately), and transforming word classes like nouns to verbs and adjectives to adverbs.\"}]","IELTS Academic - Lexis for describing graphs | PDF",1790847738]