0:03

Welcome to my IELTS classroom.

0:06

The podcast where two English experts

0:08

talk all things IELTS. I'm

0:10

Shanikonic and I'm Nicole. And

0:13

today, we are looking at the

0:15

four report questions from

0:18

Cambridge IELTS. Seventeen.

0:22

What is the simple recipe for success

0:24

in an IELTS report? How

0:27

Cornick and I think you should approach each

0:29

of the four tasks, and which one

0:31

do we think is the most difficult in

0:34

Cambridge seventeen. Good

0:39

evening, Nick. How are you doing? Good

0:42

evening.

0:45

Have you had a good weekend? That was my

0:47

very bad sky shock scent because I have had good

0:50

weekend.

0:51

Have

0:51

you what have you been doing? Why are you giving me a Scottish

0:53

accent? Because

0:54

I made some homemade Scottish tablet.

0:58

Scottishtablets. I

1:00

have no idea what that tablet weighs.

1:02

Because that sounds a little bit oh,

1:06

sounds like something different, but It's

1:08

got a tablet. Okay.

1:10

So you said

1:13

you've made it. Mhmm. So I'm guessing

1:15

it's some type of food

1:17

Yeah. It's a very sweet and tasty

1:19

Scottish treat.

1:21

Is it?

1:21

Yeah. I don't know actually where it's from, but

1:24

my grandma when my mom's family are

1:26

all from the borders, like twenty five miles

1:28

south of Edinburgh --

1:29

Yeah. -- and it was a big bang there.

1:32

And my grandma used to buy it from the bakery

1:34

when she went as a treat for

1:36

us. And you bought have it, like, a

1:38

little square after dinner or on

1:40

a Saturday afternoon with a can of

1:42

Coke? No. No. I can't of Coke. I don't

1:44

I don't touch that stuff. But I

1:47

mean, this is worse than Coke, to be honest.

1:49

It's a way more sugar. It's pure sugar. Yeah. But it's

1:51

very it's like kind of like fudge, but

1:53

hard. And when you put it in when you put

1:56

it in your mouth, it kind of like melts in your mouth.

1:58

Oh, delicious. It's absolutely delicious.

2:01

So yeah, I made that, and I've eaten most of it,

2:03

and I feel very unhealthy.

2:05

Today. I

2:05

was gonna say, is there any left? It's very

2:07

summer. I did make a kilogram and a

2:09

half. So, you know, okay. Well, that should

2:12

keep you going till about Wednesday. Mhmm.

2:15

I'm actually going to Edinburgh

2:17

at the

2:17

weekend.

2:18

Very nice. So maybe I will see if

2:20

I can find some proper

2:23

Scottish tablet, if you will definitely taste it

2:25

to taste them or at least taste it? You

2:28

definitely should taste it as well. A hundred percent.

2:30

Yeah. It's -- One more. -- taste sensation.

2:33

Taste sensation. Very

2:35

good. I'm gonna I'm trying to organize

2:37

my own taste sensation, Nick. But rather than

2:39

making something sweet, I've decided that this

2:41

year I'm gonna have a little herb

2:44

garden in the back

2:44

garden. Oh,

2:45

excellent. We're gonna do the same in our balcony. Oh,

2:47

yeah. Mhmm. So I

2:50

went to the garden center this weekend. Very

2:52

expensive to buy a box to grow herbs in.

2:54

Really? Wow. Yeah. Like sort of

2:56

a three tier one. It's about eighty pounds.

2:59

Oh, my. So I've decided I'm

3:01

gonna go to a car boot

3:03

sale, buy some wood, and make my own

3:04

-- Yes. -- that's what I like to hear. A

3:06

herb growing station. So stay tuned

3:09

developments to see how I get on with that.

3:11

I did do woodwork at school, which I thought

3:13

was quite progressive for the eighties, for

3:15

girls. So see

3:17

if I can remember how to join together.

3:20

Mhmm. Tenards of Mortence or whatever

3:22

it was called the different drawings

3:24

that you could

3:25

do. So, Nick,

3:27

I got a bit sidetracked this week. My plan

3:30

for today was that we were definitely gonna

3:32

do the building paragraphs

3:34

-- Mhmm. --

3:34

lesson. That has not been

3:36

forgotten. We will be doing that next week.

3:39

But sometimes, I

3:41

get distracted during the week by

3:43

a something interesting or

3:46

a question or something that I've been doing in class.

3:48

Mhmm. And this morning, I

3:51

was trying to send a

3:53

student who I've been working with for quite

3:55

a while, a academic

3:57

task one. Question. Mhmm. And

3:59

I was having a look through all of the questions

4:02

that I usually use. And I thought, well, do you know what?

4:04

I haven't looked at any of the questions. I haven't

4:06

started using the questions. In

4:09

the recent book, so the Cambridge seventeen.

4:11

Mhmm. So I went through all of the

4:13

questions. I'm gonna be honest, Nick. I've

4:17

just was quite surprised

4:19

at the difficulty,

4:22

I guess, I'm gonna say, of some

4:24

of the questions inside that

4:26

book. I would say that they all

4:28

are questions that look familiar. So

4:32

if you were just flicking through the book, you were

4:34

say, okay. There's a bar chart. There's a line

4:37

graph. There's a map. So they all on the

4:39

surface look kind of standard.

4:41

Right. But once we actually was because

4:43

I had a cup of tea and I was thinking about it. And I

4:45

started to think, you know, what would the key features

4:47

be? How would I organize?

4:50

These reports. Mhmm. I

4:51

actually think some of these are much trickier

4:55

than previous books. So I thought

4:57

what we could do today is and I know you haven't

4:59

looked of these

5:00

before. haven't yet.

5:01

No. I like the surprise of it because it's gonna

5:03

be true. I am putting you on the spot here.

5:06

So thought what we'd do is really

5:09

have a look at these questions really just to offer

5:11

our students some moral support because if our

5:13

students have been using this book --

5:15

Yeah. -- and have been struggling with some

5:17

of these reports, I can understand

5:19

why. Mhmm. So for some

5:21

of them, I'm not even sure that I've got answers, but

5:23

I just thought the actual process us looking

5:25

at them and talking about them would

5:27

help. Mhmm. If you are new

5:30

to IELTS or you are new to

5:32

our podcast, This

5:34

probably isn't the best first

5:37

lesson. If you have

5:39

never you know, if you haven't started

5:41

preparing for a pause, So

5:43

if that is you, what I would recommend

5:45

that you might want to do is maybe pause

5:47

this and go to our website, WWW

5:51

dot my ieltskarsen dot com. Have

5:53

a click on free videos and you can watch

5:55

the first

5:57

three videos in our academic

5:59

task one report writing course for free.

6:01

Mhmm. That's gonna give you just an overview

6:03

of what is expected of you --

6:05

Yeah. -- in that course. Things

6:08

we're gonna be talking about today actually

6:10

go back to previous episodes

6:12

we've done about task one. We did

6:14

an episode about maps and a new type

6:16

of map. We did. I think

6:19

anybody listening who hasn't done that should

6:21

go back and do that first. So

6:23

in the same way, we also

6:25

did one about a new type of line

6:27

graph last

6:28

year. Yeah.

6:28

Trick you on that one. I think that's

6:31

also relevant for today. So when I

6:33

say that today's lesson is an advanced

6:35

lesson, I say that in a kind way

6:37

because I just don't want anybody to feel

6:39

overwhelmed. Mhmm. Alright? Report

6:43

writing is actually if you

6:45

if you want it to be quite

6:47

simple. Mhmm. But it can also be if you're

6:50

looking for the highest marks quite complicated. So

6:52

we'll try and do a bit of both today, Nick. We'll look

6:55

at the simple way to approach these -- Mhmm.

6:57

-- and a more complicated way to approach them.

6:59

But the final thing to say before we begin

7:02

is that you can see all of these charts

7:06

or all of the diagrams on

7:09

our website. So if you go to blog

7:11

dot my ielts classroom dot com,

7:14

what you might wanna do before Nick and

7:16

I start analyzing them, is have

7:18

a look at these four questions yourself. And

7:20

just think, you know, what you should be thinking is,

7:23

what would the key features for these reports

7:25

be and how would you organize

7:27

them? What would your approach be? What are you gonna be

7:29

putting into the specific paragraphs?

7:33

That said, Nick, just as a really

7:35

simple support for anybody

7:37

who is new, who wants to,

7:40

you know, have a crack at this lesson in

7:43

terms of the way we structure our reports.

7:45

So we're gonna be given some sort of diagram

7:47

right today. It might be a map. It might

7:49

be a line graph. It might be a table. For

7:52

any report, what are the sort of three

7:54

parts of the report that the examiner

7:56

is gonna be looking

7:57

for?

7:58

The introduction. First of all?

7:59

Yes. And where are they gonna get the information

8:02

for that? The introduction comes from the

8:03

title of the task. Yeah.

8:06

So it's just a paraphrase isn't it?

8:08

What's in of what we're told in the task.

8:10

So that's gonna be your first

8:12

paragraph. What's gonna come next? Next,

8:13

we're gonna have what's called the overview

8:16

Yes. And what is that? Well,

8:19

if you've been to university and

8:21

you've had to read reports, for

8:24

some university

8:26

course. Usually, when you look at a report,

8:29

you will see the title at the

8:30

top. Mhmm. And then there will be what's

8:32

called sometimes an abstract or an overview,

8:35

which

8:35

basically shows on the first page,

8:38

on the front page, it shows the findings

8:40

of the thing that they were investigating. Mhmm.

8:43

So in that overview, you're gonna give

8:45

a very sort of general -- Mhmm. --

8:48

overview or analysis of

8:50

the chart in a couple of sentences. Yeah.

8:53

Yeah. That's a great Covering the

8:55

main points, basically. Exactly.

8:57

I mean, the way I think I teach it, I've always

9:00

taught it, is it's it's kind of what you said,

9:02

is let's imagine Nick can see

9:04

the chart, and I can't. Mhmm. And

9:06

Nick, he doesn't you know, I can't see the

9:08

chart. So all of the numbers and the statistics

9:10

and that don't mean anything to me. Mhmm. All

9:12

I want Nick to do is say, you know, what

9:15

is what is this chart actually

9:17

telling us -- Yeah. -- in a couple of

9:19

sentences. Mhmm. Now If you've

9:21

done our task one course or if you've been selling

9:23

it all for a long time, you should know that the overview

9:25

is actually kind of the key or the most

9:27

important thing. In your report

9:29

because that is the

9:30

basis, the quality of your overview is

9:33

really the foundation of your score for task

9:35

achievement.

9:35

Yeah. And also, If you've

9:38

got a good overview, if you found a couple

9:40

of key features, I would say for each chart,

9:42

you're gonna be looking for two or

9:44

three main themes. Yep. And

9:46

if you can knit those together into two

9:48

sentences, I think you've done the perfect job.

9:51

And probably, depending on what those key

9:53

features are, they may help you

9:56

organized logically the third

9:58

aspect of a report, which is Nick.

10:00

The details. The specific

10:02

details. So that's the point there where you

10:04

switch from the general kind of summary

10:06

that we've got in the overview --

10:08

Mhmm. --

10:08

and I to the actual giving

10:11

of the trends including

10:14

statistics that you can see -- Mhmm.

10:16

-- in the chart. Now, obviously, if

10:18

you've got a map, those trends aren't gonna

10:20

include statistics, but they will then include

10:22

the specific changes or the things that

10:25

happened. If you've got a process, again,

10:27

there are no numbers, but then you're gonna go and

10:29

explain the actual specific

10:31

steps. In the process one

10:34

by one. Mhmm. And

10:36

the most important thing for those specific details

10:38

is that you're summarizing what you can see on

10:40

the chart. And you're making comparisons. Mhmm.

10:42

So what you just wanna be really careful of

10:45

is that you make sure that you include all of

10:47

the items shown on the chart.

10:49

Mhmm. So That just simply means

10:52

if you've given, I don't know, a table that

10:54

gives oil prices for

10:56

England, America, and Australia, you

10:59

make sure you give me something about

11:02

England America on Australia. Mhmm.

11:04

There might be ten years on that chart.

11:06

So you don't have to give me every year,

11:08

but you do have to mention -- Mhmm.

11:10

-- each of the items. So be very careful

11:12

that you do that. Mhmm. But we don't wanna see

11:15

every item. We wanna see the

11:17

main points. Just

11:20

drawn out Now, today, Nick, I don't

11:22

think we'll really be looking so much of the specific

11:24

details all the time. I think we can be looking

11:26

at more. What would the key features

11:29

be? How would we structure then --

11:31

Mhmm. -- specific details, paragraphs. What would

11:33

we discuss in the first? What would we

11:35

discuss in the second? So I'm

11:37

gonna share my screen with Nick now. And

11:41

it you can see that the

11:43

first task is a

11:45

map.

11:45

So do you wanna just read the instructions I mean,

11:48

it's gonna be very difficult if you're just listening

11:50

to this and you can't see the map. I'm gonna be honest.

11:52

It's gonna be impossible really to follow.

11:54

But just read out that

11:57

yeah, the the task wasn't it? Because as

11:59

the maps below show an industrial area

12:01

in the town of Norbalden, and

12:04

planned future development of the site.

12:08

Summarize the main summarize the information

12:10

by selecting and reporting the main features and make

12:12

comparisons where which is always our task

12:14

in task

12:15

one, isn't it?

12:15

It is. Exactly. So that never changes.

12:18

Mhmm.

12:18

So, Nick, you

12:20

might want a a couple of minutes

12:23

have a look at this task and digest

12:25

-- Mhmm. -- what you see. But

12:29

I can tell you instantly what I see. What

12:31

do you say? Disappointment. The

12:37

destruction of industry. Right.

12:40

Exactly. I mean, so for

12:43

any right. So, I mean, you've just literally

12:45

looked at this name. Mhmm. Okay? So, you know, I

12:47

think you've already maybe spotted it's the

12:50

main key feature. Mhmm. So if

12:52

we look at the town today or

12:54

sorry. The Norberson industrial

12:56

area, it's not actually the town. Mhmm. What

12:58

is the Northampton industrial area?

13:00

It's an industrial area.

13:02

Yeah. It's just a bit of factories.

13:04

Isn't it? Yeah. It is.

13:05

And then in the future, what's

13:07

gonna what's it

13:08

gonna be? It's gonna be housing

13:11

development. It's

13:13

a I mean, it's literally almost like a

13:15

mini extended town,

13:17

isn't it?

13:18

Yeah. Yeah. Like little suburb. A

13:21

suburb. Right? That's a good word.

13:23

All of the factories are gone --

13:25

Mhmm. -- by by jobs for the

13:27

pigments

13:27

down. And then it's placed It's

13:30

basically a housing estate, isn't it?

13:32

Yeah. With a couple of other extra little sort

13:34

of services there as well. Yeah. Immunities.

13:37

Yeah. Presumably, there's a school for

13:39

the children who live in the houses, a little medical

13:41

center, and a parade of shops.

13:44

Mhmm. So, you know, if you're gonna sum

13:46

this up, we're not gonna be talking

13:48

about the the details of

13:50

all of the bits that have changed. But,

13:52

I mean, in general, I guess we'd want a sentence

13:55

that says, you know, the Norbalden

13:57

industrial area will

13:59

no longer exist. Mhmm. And

14:01

it will be replaced don't

14:04

know. I think a

14:04

suburb. Right? Would be.

14:07

I

14:07

would say yeah. I would say, like, a suburb or

14:09

a housing development or a housing estate

14:11

maybe.

14:12

A small housing estate. A housing estate. Mhmm.

14:14

A mean a tease to service it. Mhmm.

14:17

Great. I mean, really, you

14:19

might think that that one sentence summarizes

14:22

everything, which it pretty much does. Mhmm.

14:24

However, I do think we always want a

14:26

couple of sentences in our overview. Mhmm.

14:28

So once we've, you know, spoken

14:31

about the change in the

14:33

buildings. Is there anything else we could

14:35

mention? Well, I definitely think we wanna mention

14:37

the farmland. Yeah.

14:40

We could mention the farmlands. Because there's like It's

14:42

the north. It's the north. Yeah. Because there's the the whole

14:46

factories occupy the area

14:48

south of the river. They're all gone. Mhmm. The

14:51

road has stayed the same in

14:53

in places.

14:55

Mhmm. We've

14:55

got a new roundabout installed in a couple of

14:57

new roads as well. Yeah. But,

15:00

yeah, I think, like north of the river, it's all

15:02

farmland, but now there's a bridge

15:04

over the river.

15:05

A rolled over the river and a sort of a long

15:08

housing development as well.

15:10

Yeah. So

15:11

So I agree with you. I think

15:13

probably once we've sort of spoken

15:15

about that the

15:17

buildings and the amenities. Mhmm. I do think

15:19

we could talk about the road design, couldn't we -- Yep.

15:21

-- and maybe the farmland. So

15:23

you might want to, as a second sentence,

15:25

say, you know, however, although the

15:28

original road design

15:30

still exist. It has been extended

15:33

-- Mhmm. -- and maybe most

15:35

notably to the north of the river.

15:39

Replacing half of the farmland or

15:41

something. Yeah. So

15:43

as you can see, if you're listening to this and

15:45

you can't see our map, you don't actually you

15:48

can't visualize the exact changes

15:50

-- Mhmm. -- yet. Right? But what you know

15:52

and that's what makes some good key features is

15:54

that the industry has gone We've now

15:56

got a housing

15:57

estate. Mhmm. And the road's kind of the same,

15:59

but it's been extended. Yeah. I

16:02

do think do think there's a really good opportunity

16:04

here as well for little bit of topic

16:06

specific vocabulary. We've got

16:09

some of the development taking place on a brownfield

16:11

site

16:14

and some of the development taking place on a greenfield

16:16

site to the So

16:18

what's a brownfield site? Brownfield

16:20

is we're gonna

16:22

be let me give you an example, York. A

16:25

city where a city where I grew up. It's

16:28

surrounded by a greenfield by a green

16:30

belt, basically. So there's no development

16:33

allowed allowed around the edge of York.

16:35

So what they did over the last twenty, twenty

16:37

five years, whether whenever there was a building

16:39

or a factory that wasn't being used, they

16:42

knocked it down and built some

16:44

new housing. Are they converted the factory

16:46

into flats or something like that?

16:48

And that's what we called in the

16:51

in the planning in the planning industry

16:53

is what's called brownfield site.

16:56

So it's it's replacing So

16:59

a brownfield site would be where there's already

17:01

some sort of building.

17:02

Yep. So you're not you're not building on that

17:04

screen, basically.

17:05

With a new types of building, whereas

17:07

greenfield would be where you're taking something that's

17:10

completely empty or pristine or Exactly.

17:12

Mhmm. Wow. I mean, That

17:15

bloody good. That's

17:17

really good. Yeah.

17:20

I mean, if you can incorporate that, that would be

17:22

incredible. I guess

17:24

then the main decision we've got to do, we've

17:26

got to make next. And this comes back

17:28

to our previous lesson

17:30

on map. So again, this might be a bit confusing

17:32

if you have watch that. But as we said before,

17:34

like, traditionally in IELTS, map

17:37

reports were always kind of approached

17:39

by talking, you know, by dividing whatever

17:41

we were given into

17:43

two specific areas. So it might be the east

17:45

of the town and the west of the town

17:47

-- Mhmm. -- the

17:48

north of the town and the south of the town. And

17:50

then just having, you know, one paragraph where

17:52

we describe the east and one paragraph where

17:54

we do the west or the north and the south

17:56

Mhmm.

17:57

-- or it might be divided

17:59

in terms of the types of changes. So you could

18:01

have the changes to housing in one paragraph

18:04

and the changes to roads another

18:06

paragraph. Mhmm. That's the traditional kind

18:09

of way of approaching maps. Mhmm.

18:11

That used to be when we had big towns

18:13

where lots of different things were happening. Or

18:15

islands. More recently,

18:17

I also have been giving us maps of, like,

18:19

one specific

18:20

building, so a port center.

18:22

Port center. Yeah. Mhmm. Or one

18:24

specific area,

18:28

so it might be like a park. So it's not a

18:30

building or house. In

18:32

those sorts of charts, you might wanna consider

18:34

having a different type of organization --

18:36

Mhmm. -- which is if you can

18:38

see that, you know, when we use the sports center,

18:41

I think, is our example because that is one

18:43

in the Cambridge book. Yeah. The original

18:45

sports center, which we're shown, is

18:47

kind of incorporated or included

18:50

-- Mhmm. -- in the future plan. So it doesn't

18:52

actually change very much. Yeah.

18:54

It's minimal. So When you've got

18:56

yes. So when the second map

18:58

essentially just shows extensions

19:00

to the first map, you might wanna consider

19:03

not dividing sports centers into,

19:05

you know, east and west, which is a bit weird.

19:07

Mhmm. But in the first paragraph to

19:10

literally describe what the sports center

19:12

was like now, so that's gonna be purely

19:14

descriptive and probably quite

19:17

short. Mhmm. And then in the second paragraph

19:20

explaining what has been added or what

19:22

has been changed. Yep. Now for

19:24

this Cornick, what

19:27

does your gut

19:29

tell you might be the easiest way

19:32

to do this one.

19:36

I'm not sure to be honest. think what I would probably

19:39

do I'd

19:42

maybe talk about maybe

19:47

talk about the housing in one paragraph

19:51

and then maybe talk

19:53

about the services and the roads and another

19:55

paragraph. But I'm I'm not confident

19:58

in that

19:58

hole. I don't think it's a good way to do it. So Well,

20:01

you could. I mean, this is I I think

20:03

if you were a student looking at this, think

20:05

that would look quite an attractive way of doing

20:07

it.

20:07

Mhmm.

20:09

I think and I'm saying this because I've had

20:11

more time to think about it. Mhmm. I

20:14

think I might go for the sort of second

20:16

type of approach. Mhmm. In

20:18

that. I might describe the

20:21

first map in the first paragraph. So

20:23

what Northern Industrial Area is like now.

20:25

Mhmm. And that will be quite

20:27

short because essentially, it would just be something

20:29

to say, you know, currently, the industrial areas

20:32

to the east of the town is

20:34

accessed by one road on

20:36

the south, which has one

20:39

exit to a roundabout around

20:41

which. There

20:43

was three buildings, three factories. Three

20:45

factories and there is one eastern

20:48

exit or one exit to the east

20:50

along which is five more factories -- Mhmm.

20:53

-- done. And then I think in the second

20:55

paragraph, I might sort of then

20:58

start by coming from the town again.

21:00

Mhmm.

21:01

And say, you know, in the future, the

21:04

area is still accessed from

21:08

the town, but and

21:10

then I would start to introduce the changes.

21:12

So I guess the first change -- Yeah.

21:15

-- is so I always like thinking

21:17

it's quite nice if you do things in the same way. So

21:19

now, as you just said --

21:20

Mhmm. -- to access, there's now an extra

21:23

roundabout, isn't there? Mhmm. And

21:26

then you could even say,

21:27

like, which could help with the flow of traffic or

21:29

help with the flow of increased traffic,

21:31

for example? Yeah. And then,

21:33

you know, in terms of the in terms

21:35

of the factories, you can just say, you

21:37

know, the original

21:40

roundabout remains, but all

21:42

of the factories been removed --

21:43

Mhmm. --

21:48

and replaced instead by shops in

21:50

a medical center. Mhmm. And

21:52

two new do you know what I mean? Two new sets

21:54

of housing, two a new

21:57

exit to the west. Mhmm. And

21:59

then to the east, it remains. But so just

22:01

literally go around. Mhmm.

22:04

And then maybe say, you know, at the end, then

22:06

talk about may be using your language. Like,

22:08

the most significant development is a new

22:10

road to the

22:11

north, which goes across

22:13

the river. Mhmm. You gotta I would think

22:15

you've gotta mention that bridge -- Yep.

22:18

-- into a new greenfield

22:20

development site -- Mhmm. -- on

22:22

the old farmland --

22:23

Mhmm. And do it that way.

22:26

But just wonder if sort of doing it in terms

22:28

of like coming in -- Mhmm. -- the

22:30

roundabout is the same, but it's got two

22:33

No. It's like, yeah, two new exits --

22:35

Mhmm. -- one to the west and one to the

22:37

north -- Yeah. -- each yeah. Maybe that would be

22:39

a good way of saying it. Two new exits

22:41

each which leads to more

22:43

housing --

22:44

Mhmm. -- and to the east, and

22:46

then just mention the school. Do you think? I

22:49

think that's good actually. I think, yeah, if you have a short

22:51

paragraph which describes what it's like

22:53

now --

22:54

Yeah.

22:54

-- and I would mention the farmland in that as well.

22:57

Yeah.

22:57

I think you're right. I didn't do that. I think you should.

22:59

Yeah. And

22:59

the river as well, maybe, like, there's a river to the north

23:02

farmland on the other side.

23:03

Yeah. And

23:04

then, yeah, as you go through the changes,

23:06

you're gonna structure the paragraph in the same

23:08

way -- Yeah. --

23:09

and comment on each change and how it changed

23:11

because then you're making comparisons as well,

23:13

aren't you?

23:14

So exactly. Now you're right. I should

23:16

have mentioned the river in the farmland in the first

23:18

paragraph. I think that's right

23:19

make. Mhmm. But I think that's the key thing

23:21

is that the first paragraph will be quite sure.

23:24

Yeah.

23:24

And it and, you know, for other

23:27

maths, that could be a complete disaster. You don't wanna

23:29

say, you know, this is the place now and

23:31

this is the place in the future. If

23:33

everything changes, because otherwise, it's too confusing.

23:35

But because The river's

23:38

the same. The road

23:40

out is the same. The roundabout is the

23:42

same. We've still got the East

23:43

access. I think so much is the same.

23:46

That you could do it like that. Definitely couldn't you?

23:48

Yeah. But it's just easy to say, that's

23:50

all that all remains, but the factories

23:52

are gone. There's a couple of new

23:53

roads. Mhmm. Yeah. And do

23:55

it that way.

23:56

Because never thought of it like that. That's a good idea

23:59

actually. Yeah. That's a funny thing

24:01

about maps is I think the language is

24:03

relatively easy for studied. Mhmm.

24:05

There's only what ten verbs or fifteen

24:08

verbs you need to know really --

24:09

Mhmm. -- to be able to write great map

24:11

rules. But I do think sometimes,

24:13

you know, if you if you did this

24:15

is the east and the

24:16

west. They're

24:17

by far the hardest to analysed, I think, sometimes.

24:20

Yeah. I mean, I don't know what you do. You'd be splitting

24:22

the roundabout.

24:23

Yeah. It doesn't work. It doesn't work. It

24:25

doesn't work. It doesn't work. Me sense.

24:27

And and unfortunately, there's not enough

24:30

north of the river to do north and south.

24:32

Right. Half of it -- Mhmm. -- was north.

24:34

You might be able to do that. Mhmm. But yeah.

24:37

So that to me, I

24:39

think if a student was able to understand

24:41

that was the easiest way of doing it.

24:43

Mhmm. The actual writing

24:45

shouldn't be that difficult. Yeah.

24:49

But what was it again? Brown

24:51

what? Brown? Brownfield site.

24:54

Brownfield site

24:56

greenfield. Sorry. Right. Whoever writes that

24:58

in the report here's a nine. You've

25:00

got mister Nick Lown. Thanks

25:02

for that one. Alright. So before we move

25:04

on

25:05

then, a level of difficulty, what

25:07

would where would we place that one? It's

25:09

pretty hard. I mean, compared to a typical

25:11

map, it's pretty hard. Yeah. But I

25:13

think once you have once you get

25:15

that, what we've just talked about

25:17

with

25:18

the wrong

25:18

way to do it, it's not very difficult.

25:22

No. If anything, I think what's kind of strange

25:24

about that map is that the key features

25:26

are not difficult to find. Mhmm.

25:29

But describing the chart.

25:31

If you don't if you don't organize it in

25:33

that

25:33

way, which we just did, I think it

25:35

could all get a little bit Confusing.

25:38

Mhmm. Yeah. And, you know, the one

25:40

piece of advice I would give for maps is,

25:42

you know, a person who cannot see

25:45

the map must be

25:47

able to sort of visualize or follow

25:49

what you're saying. So if you're just sort of always

25:51

saying, the houses were

25:53

replaced by this and this was replaced by

25:55

It can be become a little bit difficult to

25:57

actually visualize, which is why, start

26:00

from one place and do the same

26:02

description in the same way. Mhmm.

26:05

From start to finish definitely

26:07

helps. Alright. Let's move on

26:09

then to the second

26:11

chart, Nick. Do you wanna read the introduction to

26:13

this one? The table and charts

26:15

below give information on the police

26:17

budget for two thousand and seventeen and two

26:19

thousand and eighteen in one area

26:22

of

26:22

Britain. The table shows where the money

26:24

came from and the charts show

26:26

how it was distributed. Right.

26:30

Great. So this is what I would call

26:32

a double trouble chart. Double trouble.

26:35

We've got two. Mhmm. Different

26:38

types of charts here. However, both

26:40

are very small --

26:41

Mhmm. -- as in they do not contain

26:44

very many pieces of information.

26:45

Mhmm. In our police budget, which

26:47

is a table, we've got four sources.

26:50

Yeah. So that's four sources for two

26:52

years. That's only eight pieces of information. Mhmm.

26:55

And in our pie

26:57

charts, we've only got three bits of information.

26:59

They -- Mhmm. -- don't have a wide amount of spending.

27:01

Do they have the pleats? So really,

27:04

in total, you've only got, what's

27:06

that? A fourteen specific

27:08

bits of statistics. Right. Which

27:11

compared to some

27:12

charts, is is

27:12

quite strange. Isn't it? Mhmm. Yeah.

27:17

So We do have a very long

27:19

title for this

27:20

one, though. Well, you're gonna have

27:22

a a big introduction. Yeah.

27:23

Yeah. Mhmm. I would try to

27:25

write your introduction as one

27:28

sentence if you can. Mhmm. So

27:31

there will be a larger, yeah, sort

27:33

of a relatively long introduction. Mhmm.

27:36

Whenever you've got a double trouble

27:38

chart. So if you've got any combination of

27:40

different, you know, two I don't

27:42

even say two charts because you might have two pie

27:44

charts that show the same thing. Mhmm.

27:46

But if you've got, you know, two

27:49

sets of charts which are showing

27:51

different things -- Yeah. -- and it's

27:53

really important in the overview that you have

27:55

a key feature year Mhmm. -- for

27:57

each set of charts. Definitely. So

28:00

this is what I think is kind of almost

28:04

too simple. Right. So if you look at the table

28:06

name -- Mhmm. -- we've got four

28:08

sauces and we've got two years.

28:10

So whenever you got two years, you definitely

28:12

wanna you know, the first thing you wanna focus on

28:15

is what changed. Mhmm.

28:17

I remember we got three sauces in a total.

28:19

Yeah. Right. Less information

28:21

really is. There've been less information than really.

28:24

So if we have a look at what increased, you

28:26

know -- Mhmm.

28:28

Use little arrows to have a look on

28:30

your paper. I mean, what have we got there? But

28:32

I think I'd probably say something like overall the

28:34

total revenue increased. Yeah.

28:36

For the police.

28:39

Over the period with the majority

28:41

of the increase coming from local taxes. Right.

28:44

Awesome. And I think you've done the right thing then, Because

28:47

what, you know, the the absolute easiest

28:49

overview -- Mhmm. -- would just be overall

28:52

revenue from all three sources

28:54

increased.

28:56

You could say that. Yeah. But

28:59

if you're aiming for a seven or higher, that

29:01

is probably

29:02

too simplistic, isn't It's a bit too simplistic.

29:04

So I think what Nick has done is exactly what

29:06

I think you should do is can you tell

29:08

us which, you know, with the with the

29:10

largest increase coming from local

29:12

taxes? Mhmm. Brilliant. Done.

29:15

Mhmm. I mean, I think

29:17

that's all you can really I mean, there's nothing else

29:19

to say there is there. If we have a look at

29:21

the pie charts then, now again, these are

29:23

kind of relatively simple. I mean, I guess with

29:26

any pie chart, my advice would always be.

29:28

It doesn't matter what they show. Just

29:31

have a look at the shapes of the things that

29:33

we

29:33

show. Right. So if you look at the shape of

29:35

the two charts --

29:37

Mhmm. -- you know, are they drastically different?

29:39

Very different colors. They're

29:42

very similar.

29:42

Right. So in I mean, in terms of

29:45

then how the money was spent --

29:46

Mhmm. -- I would say, the

29:49

spending patterns was red

29:51

was relatively similar in both years.

29:54

But technology had a bigger increase

29:56

or something like that. Yeah. Definitely.

29:59

So I might I mean, I would probably wanna mention

30:01

the fact that salaries were definitely the

30:03

highest. Yes. So,

30:06

you know, it's been like, you know, spending

30:08

was relatively similar in both years

30:10

with the majority being spent on

30:12

salaries. Mhmm. Although technology

30:15

shows was the only area that

30:17

showed an increase of memory. Mhmm. So

30:19

that's quite a lot of information for that

30:21

chart. But, I mean, if you wanted

30:23

to do it really simply -- Mhmm. --

30:26

I guess, you know, as I

30:28

would said for the table, you probably wanna

30:30

look at increases or decreases is. Mhmm.

30:32

The problem is that you've

30:35

got one increase, one

30:37

decrease, and one remains

30:39

stable. Mhmm. So it's kinda

30:42

hard to describe that as a general trend.

30:44

But whenever you've got a pie chart, that's probably

30:47

indicating that they're

30:49

looking at sort of like the

30:51

most or the least. So that might be another

30:53

way of looking at that. So, you know,

30:55

just saying salaries got

30:58

the most or maybe we could do it like

31:00

that. Salaries got by far, you know,

31:02

salaries received by far the highest

31:04

percentage of

31:07

the money, but

31:10

technology saw the only increase

31:12

despite having the lowest allocation or

31:14

something.

31:15

Mhmm.

31:16

I actually think it is as simple as that. I mean -- --

31:18

and again, I do wanna sort of say to

31:20

people, don't get overwhelmed

31:22

by

31:22

thinking, oh, I've gotta really find there must make

31:24

really complicated happening here. Mhmm. If you

31:26

literally just said the police received

31:29

more money in particular from local taxes

31:31

--

31:31

Mhmm. -- but the majority was spent in both

31:33

time periods. On salaries

31:36

Mhmm. -- that would be fine.

31:38

Right? If you can add, you know,

31:40

that there's similar pattern of spending and

31:43

that it was the lowest. That's all great. But, you know,

31:45

really, what's important is that what you're

31:47

saying is accurate, it's clear, and it's concise.

31:50

Yes. And then you move on

31:53

to the specific details. And I guess Nick

31:55

for the specific details. I mean, there's

31:57

not really I mean, I think you're just gonna

32:00

run through everything you'll

32:02

probably talk about, the table in paragraph

32:04

one. Yeah. So overall, you would

32:06

say revenue increased by

32:09

or is it thirteen point nine million? Yeah.

32:12

With the majority of that coming from an

32:14

increase in local

32:15

taxes, and then you would write that

32:17

number Yeah. National government

32:20

also increased the amount of money

32:22

--

32:23

Yeah. -- spent on police by two

32:25

point three million. The smallest increase,

32:27

however, came from other

32:29

sources, for example, grants, which

32:31

increased by five hundred thousand pounds. Yeah.

32:34

Exactly. And we might The only thing I think

32:36

that's brilliant. The only thing I might add into that

32:38

was that national government

32:40

was the biggest contributor

32:42

in both years. Yeah. And the other

32:44

sources were the lowest. You could -- Mhmm. -- as well as talking

32:46

about the change, you could talk about what was the highest and what

32:48

was the

32:48

lowest. But that's it, isn't

32:50

it? Mhmm. I mean, and then again

32:53

for the how the money was spent --

32:55

Mhmm. -- like you just said, start with

32:57

the salaries because that's the highest. Mhmm.

32:59

So that should probably go first. Saw

33:01

a fall. The only thing

33:03

I would say for any pie

33:05

chart, I mean, if when I'm looking at

33:08

this, There's one number

33:10

that stands out to me, Nick. Do you know what that might

33:12

be?

33:14

Seventeen percent. Because it's the

33:16

same.

33:17

Oh, because it's the same. No. I was

33:19

thinking more seventy five percent

33:21

because if you've got a pie

33:24

chart -- Yeah. -- yeah. To

33:26

took up three quarters of the budget. You

33:28

might wanna try and use a fraction. Yeah. Yeah.

33:30

So I might sort of say, you know, in two

33:33

thousand seventeen, three quarters of the

33:35

budget was spent on --

33:37

Mhmm. -- salaries. But this

33:39

had fallen now. It's annoying

33:41

that it's not sixty six

33:42

percent, which is two thirds. Yeah.

33:45

But you could probably say because I do think you wanna

33:47

combine the same. It's a bit weird to put

33:49

a fraction and then say sixty nine percent.

33:51

Mhmm. You might wanna say exactly

33:54

three quarters was allocated to

33:56

salaries in two thousand and

33:57

seventeen, but this had fallen to just over

33:59

two thirds in two

34:01

thirds. Yeah. Yeah. You could actually. That would

34:03

be good. Yeah. Yeah. And then it's

34:05

done like that. And so really,

34:09

in terms of

34:10

difficulty, I

34:12

think this is about as easy as it gets.

34:15

Yeah. I think. It is I mean, yeah. For sure,

34:17

tables and pie charts are not always the easiest

34:20

ones to do, and you've got two two very simple

34:22

ones here. The difficulty comes from

34:24

talking about both of them, I guess. And

34:26

and a good clear overview.

34:28

Let

34:28

me click save the

34:29

information from both. Mhmm. Yeah.

34:32

And maybe also having

34:37

having the ability from

34:39

a simple chart -- Mhmm. -- to create

34:42

a range of different

34:43

sentences. Right. Because a weaker

34:45

student would just probably say, you know, increase from

34:47

two

34:48

-- Mhmm.

34:48

-- from two. They might use different

34:50

of verbs, but only a good student is gonna be able

34:53

to create a nice range --

34:54

Mhmm. -- of different sentence structures from

34:57

relatively simple material, I think.

34:59

Yeah. But if you are just

35:01

starting report writing and would

35:03

like to yeah.

35:06

And would like a relatively simple chart

35:08

to start from, I think that is

35:10

about it. I think that's about as easy as it gets,

35:13

really. Because there's not even

35:15

a there's not even a way of linking the two

35:17

charters there. Right. Right. So you

35:19

know, if you've just done that one, you're

35:21

probably thinking this report writing is pretty

35:23

easy. Mhmm. And then you get on to question

35:26

number three. Cornick,

35:28

have a little read of the introduction

35:30

to this

35:31

one. I think I've seen this one before somewhere,

35:33

but it says the chart below gives information

35:35

about how families in one who spent their

35:37

weekly income

35:39

in nineteen sixty eight and twenty eighteen.

35:43

So what we can see here is we've got how many

35:45

12345678.

35:47

So we've got eight different sectors, I

35:50

guess -- Mhmm. -- where families spent their

35:52

money. So we've got food, housing, fuel,

35:54

clothing, household goods personal

35:56

goods, transport, and leisure. Mhmm.

35:59

So as this is

36:01

a changed chart -- Mhmm. -- guess the first

36:04

thing we wanna focus on is

36:06

the change. Mhmm. Right? So what

36:08

I would be hoping for as a student

36:10

is as I put my little arrows,

36:13

like, what increased in spending and what decrease

36:15

is spending. The ideal thing to find

36:17

would be everything increased

36:20

with the exception of one thing. Right?

36:22

Or everything decreased with the exception

36:24

of one thing.

36:25

Mhmm. Is that what

36:27

we can see here, Nick?

36:28

No. We've got a mixed trendier. Complete

36:31

mix. Right? Food fell, housing

36:33

grew, fuel fell,

36:35

clothing fell, etcetera,

36:37

etcetera, which is fine. Right?

36:39

That can happen. And when that does happen, what

36:42

I would then encourage students to do would be

36:44

to have a look at the things

36:46

which people spent more on --

36:48

Mhmm. --

36:49

in two thousand eighteen compared to nineteen

36:51

sixty eight -- Mhmm. -- and the things that they spent

36:53

less on Now actually, this is very

36:55

very similar to a chart which is

36:57

in a book called Instant

36:59

IELTS. Mhmm. And was actually the the

37:02

this was the chart I always used to use with students

37:04

in the very first lesson for report writing --

37:06

Mhmm. -- because in that one,

37:09

when you had to look at what I know. That wasn't

37:11

that house was. It was about student spending.

37:13

Right? When you had to look at the student

37:15

spending -- Mhmm. -- what they spent less on

37:18

was stuff like

37:18

accommodation, food and books.

37:21

Mhmm. And what they spent more on

37:23

was stuff like entertainment --

37:26

Oh. -- non essential travel and alcohol.

37:28

Right? So if you looked at those three things,

37:30

if you're like, well, what are the things that increase

37:33

have in common? And what do they have that decreases? It

37:36

was essentially like they spent less on essential

37:38

goods -- Mhmm. -- and more

37:40

on non essential goods. Yeah. Right? So there

37:42

was a really clear distinction

37:45

If we look at the things, even from the

37:47

first two items of food there's

37:50

housing is essential food is essential, but there's

37:52

spending less on food and more on housing. Yeah.

37:54

So immediately, that doesn't work. Mhmm.

37:56

Now I always

37:58

think that there are procedures

38:01

you can use to find the key features. Right?

38:03

So, like, things, and this is what I would

38:05

do. I do those arrows, I'd like look at what

38:07

increase and what decrease to find

38:09

a connection. Mhmm. But I also think

38:12

There are times when you have to abandon.

38:15

What usually works? Because I just think for

38:17

here, I mean, can you see a pattern? No.

38:20

There I don't think there's a clear one, to be honest.

38:22

No. I

38:24

don't think there is either. So if

38:26

there's not a pattern, what you might do is

38:29

you might sort of say, well, are they kind

38:31

of spending similar amounts

38:33

or most things?

38:36

And then maybe there's one or two which have

38:38

seen huge changes. I mean, is that

38:40

true for this? Kind

38:44

of, I guess. I mean, you've got

38:46

fuel and power clothing and footwear to

38:48

an extent. Household

38:49

goods, personal goods -- Mhmm.

38:51

-- maybe transport are fairly

38:53

similar.

38:55

Yeah. But,

38:55

I mean, even with clothing and footwear and transport,

38:58

there's still quite big change actually. Yeah.

39:00

There is. Yeah. I think there is.

39:02

So I think you might just be.

39:05

And remember, we've got twenty minutes to write this

39:07

report. Right? Although the key features are important,

39:09

the examiners also are not told the key

39:11

features. Yeah. And for this sort

39:13

of chart, they would be struggling as much as

39:15

you are. So I think, you know,

39:17

if the worst comes to the worst and this is

39:19

what I wanna talk

39:20

about, It's better to have something

39:22

and to finish on time -- Mhmm. --

39:24

than to keep looking and looking and looking

39:27

when they might not actually be anything

39:28

-- Yeah. -- there. Mhmm. So once

39:31

if if you're not sure, you know,

39:33

the easiest thing to ever look for is highest

39:35

and lowest. Mhmm. So, you

39:37

know, in nineteen sixty eight, definitely

39:40

most money was or the highest percentage

39:42

was spent on food, wasn't it? Definitely. Yeah.

39:47

And then in two

39:49

thousand eighteen, most is spent

39:51

on Pleasure. Leisure.

39:53

Right? So you

39:56

might literally just wanna come

39:58

up with something as simple as that as one of your

40:00

key features. Right? Now a bit like

40:02

we said before, Nick, what that you did for

40:04

the table, you might wanna talk about the biggest

40:06

changes as well. Yeah. So

40:08

we could say something like, well, the majority

40:10

or white by far the most or by far

40:13

the highest percentage was spent on food --

40:15

Mhmm. -- in nineteen sixty eight.

40:17

This saw the biggest change

40:20

in pattern of spending.

40:21

No. Or do you know what I mean? Or this showed the biggest

40:23

decrease. Whereas

40:27

in two thousand

40:28

eighteen, most were spent on leisure, which

40:30

I think saw the biggest increase at

40:32

Yeah. Yeah. Mhmm. Yeah. Boom.

40:35

I mean, that could be it. It's not

40:37

great because it's not summarizing everything.

40:40

But you could then, honestly, just say

40:42

most of the other sectors saw

40:44

fairly similar amounts of spending

40:46

--

40:47

Mhmm. -- with the exception of housing

40:49

and transport

40:49

makers. And then you mentioned all of them.

40:52

Yeah. I mean, it's just I think this

40:54

is a really unfair charm because if you do

40:56

good practice

40:58

You can't really use it here. Can you

41:00

No. Nothing works. I mean, are you seeing anything

41:02

that I missed? No. There's no change with my cup of

41:04

tea. It's it's bit confusing,

41:06

but I think you're right. think you talk about

41:09

the biggest in sixty eight and and then in

41:11

eighteen, and then ironically, they're

41:13

the two biggest changes as well. And

41:15

then in the final sentence, you can mention

41:17

that. Yeah. In the other areas, there

41:19

were some which showed some

41:21

change, but -- Yeah. -- the majority stayed

41:23

relatively similar. Yeah. Like that.

41:26

Right for the remainder, they will fairly

41:28

similar with the exception of housing and transport.

41:30

Yeah. Maybe. Mhmm. I

41:34

just think the only

41:36

other thing I thought of was that I

41:38

don't know if this works though -- Mhmm. --

41:40

was something that if

41:43

you if you actually look at nineteen

41:46

sixty eight -- Mhmm. Just the black

41:48

lines. Mhmm.

41:49

There's a huge difference like food is

41:52

by far. It's way more

41:53

expensive than

41:53

anything else. But then everything else is actually

41:55

fairly similar. Yeah.

41:58

Doesn't it? All those black lines are sort of all

42:00

under ten percent? Mhmm. Whereas

42:04

now, it's like a more even

42:07

spread. If you know what I mean? Between that

42:10

could be another one. So while, you know, food

42:12

predominated spending -- Mhmm. -- in

42:14

nineteen sixty eight. In

42:17

twenty eighteen, there was a more even

42:19

spread of

42:22

distribution of income between the

42:26

eight areas. Mhmm.

42:29

But I am struggling. Mhmm. Right?

42:32

So if you were struggling, go for

42:34

the easiest thing. The easiest thing is always

42:37

the highest and the lowest. Mhmm. But you've gotta

42:39

do something about change. And as you said, it's

42:41

just lucky that food saw

42:43

the biggest decrease and leisure

42:46

saw the biggest increase. So that is actually

42:48

including some kind of some

42:52

kind of change in in our overview.

42:55

In terms then, Nick, of how

42:58

we're gonna divide these

43:00

items into two paragraphs. What is

43:02

your instinct telling you?

43:09

Probably, I will focus in paragraph

43:11

one on the four most

43:14

expensive things in power in two thousand

43:16

and eighteen. So the

43:18

things which took up the most. Yeah.

43:20

So that would be leisure housing, food,

43:22

and trans point in that order. Mhmm. And

43:24

I would also mention again that leisure and

43:27

food had the biggest

43:27

change. Mhmm. And then in

43:29

paragraph two, I would talk about

43:33

First of all household goods because it's the

43:35

same. Yeah. And then I

43:37

would talk about them in order of

43:39

expense or clothing and footwear and then

43:41

fuel and power and personal goods at the end

43:43

probably.

43:44

Right. So you're gonna focus on the

43:46

sort of you're gonna focus

43:48

on two thousand eighteen basically as

43:50

in what took up the most in two

43:52

thousand eighteen and

43:53

what was the least. Mhmm.

43:54

There's definitely one approach. I don't I've been like,

43:56

for all charts, there's not always a right way and

43:58

a wrong way of doing it. I think Matt is the

44:00

great way of doing

44:01

it. think the key thing is to have some solid

44:04

logic Yeah. Absolutely.

44:06

I mean, you could put what

44:09

how many things so food fell

44:12

--

44:12

Mhmm. Clothing and footwear fell.

44:14

Mhmm. Personal goods fell and

44:16

household goods stayed the

44:17

same. So you could do that in the paragraph couldn't you? You could

44:19

do all that in one. You can sort of say nineteen

44:21

sixty eight blah blah blah blah food was the,

44:23

you know, most but family spent

44:25

the most on food, but this had fallen

44:28

this had halved, actually, you could use there almost.

44:31

A

44:31

huddle.

44:31

Yeah. It's half of this time. Mhmm.

44:33

So you could do, you know, next was

44:36

the the list. You could do it that way.

44:40

Yeah.

44:40

Yeah. In terms of what fell from nineteen sixty

44:43

eight and then what increased

44:44

-- Mhmm. -- or what people spent more on.

44:46

Again, you've just got a lot

44:48

of information here. Mhmm. There's

44:51

not a huge pattern. The key thing that honestly,

44:54

the key thing, ironically, not the key feature.

44:56

Is that you get something down and you get

44:58

it finished. Just you're gonna you're gonna have to mention

45:01

all of the items. You're gonna have to have

45:03

four of them in the first paragraph and four

45:05

in the second. How you do it

45:07

is not really that important.

45:10

And this is what I'm wondering if this is

45:12

the

45:13

the trend -- Mhmm.

45:14

-- that I'm seeing from iOS is that they

45:16

either give you something that's super simple -- Mhmm.

45:19

-- or so difficult that actually

45:22

all that matters is your ability to

45:24

write good sentences. Yeah. You

45:26

know? So it's about how are you able to take

45:29

all this information it would be

45:31

good to draw comparisons. So

45:33

think that's where your one works in it because you

45:35

could talk about, you know, similar amounts

45:38

was spent in two thousand eighteen on leisure

45:41

housing and food. Mhmm. Do you know

45:43

what I mean? So you could put those three together,

45:45

although they were very different in

45:47

nineteen sixty eight or Yeah.

45:51

Interesting. I think I'm gonna set this

45:53

one for a few students this week to

45:55

see how they get on with this. Sometimes

45:58

when I get students answers back, that helps

46:00

me understand what is the best

46:01

approach. Yeah. Sure.

46:04

But yeah, I do think maybe higher amounts

46:06

because that that, like you said, things that people

46:08

spend a lot on in the first paragraph --

46:10

Mhmm. -- and then lesser spending in the

46:12

second, And that second paragraph will be

46:14

much shorter, I think.

46:15

Yeah. Sure. That's that's the

46:17

similar, isn't it?

46:18

Yeah. Cool. What do

46:20

we think about difficulty of that

46:22

one? Oh, that's a tough one.

46:23

It is tough. But

46:24

it's it's a good eight or nine, I think, out of ten

46:26

that one. Yeah. Because there's a lot of

46:28

information and you could just spend all

46:30

day looking at it. Mhmm. A bit like

46:32

those, you know, those pictures that when I was a

46:34

kid when he just looked like dots, you relax

46:36

your eyes and you should see it. A dolphin

46:39

appeared as I keep looking for

46:41

the dolphin to appear, and it doesn't.

46:43

So yeah, if you've been confused by that one, I

46:45

understand. But just when you thought

46:48

it was time for us to go and eat our dinner, have

46:50

a look at this one. From

46:53

test four.

46:59

Now you really can think about this. So maybe

47:01

you have read the introduction and then what would

47:03

probably pause the recording. Alright.

47:05

The graph below shows the number of shops that

47:07

closed and the number of new shops that opened

47:09

in one country. Between two thousand

47:12

eleven and two thousand and eighteen.

47:21

What happened in twenty fifteen? Right.

47:23

Exactly. Nothing closed. Mhmm.

47:26

Impossible. So

47:29

what we'd usually wanna do, wouldn't we, for

47:31

a line graph again -- Mhmm. --

47:33

is is they're all about changes. What increased

47:35

and what decreased? This is kind

47:38

of similar though to the line

47:40

graph we had, which we discussed. I

47:43

don't know, last year, which was I think it's

47:45

the line graph which shows how many visitors

47:47

stayed on an island? Oh, the island. Yep. Yep. Yep. Yep.

47:50

And a cruise ship in the total. Mhmm. Now

47:52

that was a bit different because it had a total --

47:54

Mhmm. So I was thinking,

47:56

well, this is kind of similar to that

47:58

maybe because you've got openings and

48:00

closings. But I

48:02

mean, if if you're looking here, wouldn't it

48:04

be lovely? If, I don't know, the

48:07

number of shops that closed went

48:09

down throughout the period, and the number

48:11

of oh shops are open went up --

48:13

Mhmm. -- or if they were the same

48:16

I mean, do we have any clear increases

48:18

or decreases on this chart now? Well,

48:21

I think overall, the number of odd

48:23

closures is definitely higher. It's

48:26

consistently higher except in twenty

48:28

fifteen and twenty eleven. Right.

48:30

So that is definitely true. Right.

48:32

So closures is definitely higher. But but

48:34

both of them, actually, the trend

48:36

is negative for both of them. Because

48:39

they both end much lower than they began.

48:41

So they end much lower. Right. Exactly.

48:43

So from the start to the end, they end much lower. But

48:45

what I do think is kind of important for this

48:47

chart, is that

48:48

the relationship between them? Well, it's the

48:50

relationship between them, I think, is important.

48:52

And also, you know, And

48:55

I use a particular chart on my course

48:58

for my students. Mhmm. And

49:01

they often come a cropping it which

49:03

means that they

49:04

fail.

49:04

Come around right now. Stripped up. Yeah.

49:07

Because we focus

49:09

a lot in the course on

49:11

increases, decreases, increases, decreases.

49:13

What's increasing? What's decreasing?

49:14

Mhmm. But sometimes I think now, I

49:16

also not always using increased, decreased,

49:19

but fluctuating

49:22

and stable. Mhmm. And I think

49:24

for this chart --

49:25

Yeah. -- they closures

49:27

and openings both fluctuate,

49:29

don't they? They do. But

49:31

actually, they do fluctuate in rather

49:33

similar ways. Don't they?

49:34

Yeah. That's true.

49:36

So they both decrease in the first

49:38

year.

49:39

Then increase. And then they kind of increase.

49:41

Then they both decrease to two thousand fifteen.

49:44

And then, okay, that one stays stable. And then at

49:46

the end, they're more sort of like relatively stable.

49:51

So I mean, I think what you

49:54

said is great. Closures

49:57

were sorry. What's it? There were more

49:59

Generally, generally, there were more closures every

50:02

year than no than openings, except

50:04

two years. Mhmm.

50:05

Brilliant.

50:05

So you could say, you know, yeah, the number of closures

50:08

was higher than openings in every year,

50:10

except -- Mhmm.

50:10

-- two thousand eleven and two thousand

50:12

and fifteen. Mhmm. Usually exceptions of one

50:15

year, but for this chart, as I said before,

50:17

who cares? You've just got to get

50:19

something down. Haven't you? I

50:23

think that I mean, I think if you were quite

50:25

good, you you might wanna say something like, you

50:27

know, it's clear that closures and openings

50:30

both fluctuated, although both

50:33

saw similar patterns in most years

50:35

--

50:36

Mhmm. -- despite wider

50:39

variations or something. Yeah. Yet.

50:43

I mean, I do think. It's

50:45

really difficult because I kept thinking, is there again?

50:48

I am looking for the dolphin. Right?

50:50

Or is it obvious that there are more

50:52

openings than closures over the whole period?

50:56

Not really because it's kinda confusing.

50:58

Do you know what I mean? Like, Closures

51:01

is higher, but then in that two thousand and

51:03

fifteen, nothing A huge dip. So I Mhmm.

51:05

It's a huge dip. So it's hard to understand. Yeah.

51:10

I mean, you might also wanna

51:13

say, yeah, that they had very similar

51:16

patterns You might

51:18

again say, you know, with most openings

51:20

happening in two thousand eleven

51:22

-- Mhmm. -- and few

51:25

and fewist closings happening

51:28

closures happening in two thousand and fifteen.

51:30

Mhmm. So you could do the most and the fewest here

51:32

I

51:32

thought. One most Shops opened

51:34

in two thousand eleven -- Mhmm.

51:38

-- fewest closed in two

51:40

thousand and fifteen. As

51:43

a little comparison. Mhmm. But

51:46

again, I I don't see anything

51:48

really obvious

51:51

here that, you know, apart

51:54

from highest, lowest,

51:58

and that as you say closures, you know,

52:00

which year has got the highest and lowest of each --

52:02

Yeah. -- and that closures were higher in general.

52:04

Yeah. In terms of organization,

52:08

when we've got a traditional line graph, which has got

52:10

six different lines on it, we

52:13

would probably

52:15

group them in terms of the increases or

52:17

the d price. You might put, you know,

52:20

three countries that saw petrol prices

52:22

increasing in

52:22

paragraph. In the first paragraph and then three

52:24

that saw the decrease in the second paragraph. Mhmm.

52:28

But we would that I mean, we've only got two things

52:30

here. So would we wanna put, I

52:32

don't know, openings in the first paragraph and

52:34

closings in the second

52:35

paragraph?

52:36

I think I probably would do it like

52:38

that. Would you? I probably

52:40

was. And I probably tried to I

52:44

because it I

52:44

mean, it's it you don't wanna be going

52:46

through each year individually, I think. Oh,

52:50

but I don't know what else. I just think the only

52:52

if you do that, you're gonna struggle to make comparisons,

52:55

make

52:55

comparisons. That's

52:55

the thing, isn't it? Yeah. That is the

52:57

thing there.

52:58

So if you did them together --

52:59

Mhmm. -- I don't know. It might look something like

53:02

In two thousand eleven, there were more

53:04

more many, you know, more

53:06

shops opened than closed.

53:09

So like, what's that? Eight and a half thousand

53:11

compared to roughly six and a half thousand.

53:13

Mhmm. However, the next year, both

53:15

fell, although

53:18

the four although --

53:19

Oh, they were significantly

53:20

more or something. Yeah. Fall more steeply

53:22

to roughly four thousand, whereas,

53:25

fell to five thousand. And then where

53:27

you could then not do every year is

53:29

maybe from two thousand and twelve to two thousand

53:31

and fourteen. Mhmm. You could

53:33

say, however, while openings

53:36

grew steadily, to

53:38

six thousand in two thousand and

53:39

fourteen. Mhmm. Closures

53:42

rose to a peak. I guess that is a peak.

53:45

Yeah. It was highest point, isn't

53:46

it? Yeah. Of seven thousand before

53:48

falling to the same mark. Mhmm.

53:50

She

53:50

could do it a little bit like that. That

53:52

sounds like a good way actually to do it. I

53:55

was just worried if you'd went through every year,

53:57

you'd you'd have way too much

53:58

information.

53:59

Yeah. I mean, I think for the first bit I mean,

54:01

I I probably finished the first paragraph in

54:03

two thousand and fifteen.

54:05

Yeah. And

54:05

say, however, in the next year I would

54:07

I would end it in two thousand fourteen. Would

54:09

you? And then I would do the

54:12

two thousand fifteen as the beginning of the next paragraph.

54:14

And then I'd probably do the same again

54:17

and group sixteen to eighteen and say

54:19

there wasn't much change. That's

54:21

why it's a small dip in twenty seventeen for

54:24

closures. And there

54:26

was another sort of mini peak

54:28

in twenty seventeen of openings

54:30

when it fell to the final year

54:33

Yeah. And openings was our closures

54:35

remained higher over the period.

54:37

Yeah. I think that is it. I think,

54:39

actually, a lot of the work happens.

54:41

Mhmm. For from two thousand

54:44

eleven to two thousand and fifteen. Yeah.

54:46

And then the final three years, I think you

54:48

could do in a couple like, in in a single I

54:50

mean, literally one sentence or two

54:52

sentences -- Mhmm. -- because then, you

54:54

know, they remain relative

54:57

while, you know, what was it? Closures were

54:59

made almost the same -- Mhmm. -- or

55:01

despite a minor dip, fluctuations stayed

55:04

the same and then fell. Yeah. So

55:06

I think if you do them together so

55:09

it's like you're gonna have to then use language

55:11

like experienced a sharper fall

55:14

So it's a lot of comparison. Isn't it? Or -- Mhmm.

55:16

-- yeah. Or, you know, rows

55:18

more reach the same level.

55:20

Mhmm. Yeah. Now

55:22

interestingly here, because as a teacher,

55:24

you know, I've been teaching students for years

55:26

to use the word overtake. Mhmm.

55:30

In in two thousand

55:32

and twelve -- Mhmm. --

55:35

openings fall below

55:37

closures

55:38

for closures to overtake. The number

55:41

of closures overtook the number

55:43

of openings.

55:44

Yeah. But I don't even know if that is overtaking.

55:46

Is it is it undertaking? Can you use

55:48

overtake or I would say you could use overtake

55:51

for that one. Do you think?

55:53

But it's just that it sounds funny because it's

55:55

only the second year. And both

55:57

are falling. So it feels weird to say

55:59

something's overtaking when they're both

56:01

No. You're right, actually. Yeah. Falling. But

56:03

again, I don't know. If I don't

56:06

know, how are the humans gonna know?

56:09

So I do think for this on. The

56:11

key features are kinda tricky because

56:13

I mean, even if you just said, oh,

56:15

okay. Let's do the easiest one possible.

56:18

Closures and openings both saw

56:20

wide fluctuations. Mhmm.

56:22

With most openings happening in two thousand

56:25

eleven, and most

56:27

closures

56:28

happening, we could say, in two thousand and thirteen.

56:30

Mhmm.

56:31

So you've got fluctuations which has changed

56:33

and you've got the most of each that is the

56:35

as simple as it gets, isn't it? Yeah. If

56:38

you wanna get much more complicated, you might wanna

56:41

say, Both saw similar

56:43

patterns of change. You could do. Yep.

56:46

Both saw similar patterns of fluctuating change.

56:51

Yeah. With most openings

56:53

happening in two thousand eleven and

56:55

fewer closures in two thousand and

56:57

fifteen. Mhmm. I like the most and the fewer then.

56:59

Mhmm. Very tricky.

57:01

But Nick, it's not easy that, is it?

57:04

That's that's gonna be in a a ten

57:06

in terms of difficulty for me. I

57:09

think it is definitely for me

57:11

as well. But I do

57:13

think if you for this one,

57:16

for some line graphs you don't wanna be describing.

57:19

If you got, you know, six items. You don't wanna be

57:21

doing them all at the, you know, all for the first

57:23

time. No. No. You wanna separate them --

57:25

Mhmm. -- as you can listen back to our older but for

57:27

this one is we just got the two items. I think you've got

57:29

to do them together -- Mhmm. -- as it's the only

57:31

way to make comparisons. Yeah. Wow.

57:36

Hands up if you're tired.

57:41

Definitely wide mix then.

57:44

No flowcharts. No flowcharts.

57:46

Yeah. And there's probably a couple of flowcharts in book

57:48

sixteen when there.

57:51

But I just don't think I've ever seen such a a

57:54

big difference between test

57:57

two -- Mhmm. -- a nice little

57:59

table, a nice couple of pie charts. And

58:01

then test three and test four.

58:04

The bar chart. Yeah. Really

58:06

difficult. So if you have tried these

58:10

before,