In this video we are going to look at how to describe a graphic.
Like a flow chart or a cycle or something like that.
We're going to look at the language to use, the structure to use, and the strategy for
writing a high-scoring report.
Let's do this...
Ah, and at the end you've got a funny a story as well.
Hi there, my name is Ben Worthington.
And in this video, we're going to look at how to describe a process or a graphic
for IELTS Academic Task 1.
This video is just the summary.
The 80-20.
And we're just going to briefly go over in one take, more than 5 minutes...
Maybe 7 minutes maximum.
Let's get going.
So you know that there are 150 words to write.
10% more
10% less
You got to do it in 20 minutes.
And first of all, what I would do is examine it.
Examine the chart, look at the main relationships involved.
In this example we're going to look at the carbon cycle.
So what are the main elements there?
What are the main things that are going on?
Basically, the rotation of the carbon.
Next one.
We're going to organize the report.
After analyzing it for 30 seconds or so, we're going to organize it, make a few notes,
and number the notes so we know what order we're going to write about things,
and which is going to come first in the report.
Then what's really important when we're making this plan, is that we incorporate sequence
in language.
We basically can memorize the sequence in language that we're going to use by using
the acronym or the...
It's called an acronym?
You got me there.
But anyway by using the letters FONTAAB.
F-O-N-T-A-A-B
That means Firstly, Once, Next, Then, After, Afterwards, and then the "B" Before.
So those are 7 words we should really be aiming to incorporate.
Maybe it's not necessary to incorporate all of them but at least maybe 5 or 4 of them.
FONTAAB.
Hearing out will just help you memorize and help you to use the sequence in language
and make the task a little bit easier.
Now next thing we should be aware of is incorporating the passive.
The passive structure is quite useful in these tasks.
In the example from before, we could say:
"CO2 is converted into gas... or liquid... or whatever..."
I can't remember.
And using that structure helps us avoid saying something to somebody, to somebody else.
Like "The famine destroys the worm or the dead plants and creates CO2."
We're gonna choose the passive which sounds quite academic.
Next one: Paraphrasing.
This is a useful skill.
It's an essential skill, in fact.
That's why I made a whole video about it.
But in this case, we can say "Plants and animals die and are decomposed and are converted..."
I'm sorry.
"... die and decomposed..."
Blah blah blah, full stop.
And then to avoid saying "Plants and animals" again...
'Cause we don't get points for repeating the same vocabulary.
We do get points however, for showing the examiner our wonderful lexical resources.
So in this case, we're not going to say "plants and animals" again.
We're going to say "These organisms are then decomposed in the sea..."
Blah blah blah.
Or "These organisms then die, and decomposed, ferment..."
Blah blah blah.
So using the synonyms, paraphrasing, reorganizing, and using different vocabulary.
The next one, quite important.
It's using the conditionals.
While we're describing a process, is the perfect opportunity to use conditionals, with one
of the conditionals.
So for example, what we're talking about before, the carbon cycle.
What we could say is "If the decomposing is interrupted over a thousand year period, this
leads to gas deposits and fossil fuels."
for example.
Can you see that?
How we've just made it into a conditional sentence?
"If this happens, then this happens."
Perfect.
We just picked up points using a grammatical structure that is fairly intermediate.
It's fairly advanced.
So then once we've done all this, we use a summary sentence and we'll say:
"To summarize, the graphic or the process clearly shows the process of carbon transportation/the
transportation of carbon molecules over Earth's history."
Or something like that.
I can't think of a summary right now.
But you get what I mean.
You're just gonna make a summary sentence and we're not going to use the word "To conclude."
It's not really the end of an argument.
We're just going to summarize what has already been said.
After that, we're going to check it for mistakes.
And then once we check it for mistakes, we're going to stand up, and do the dance...
No, not really.
Don't do that.
You just kinda move on to Task 2 and nail Task 2 using the Sentence Guide, and finish
the exam.
Good luck.
And if you want some more help, some more motivation, feedback,
and you're determined to improve,
then come over to ieltspodcast.com.
Leave your email, fill your phone up with all the podcasts available there and start
your process.
Start your journey into passing IELTS.
All the best and good luck for your exam.
Take care.
Jump from Band 6 to 7 or it's free.
The sentence guide is the answer if you need to pass IELTS fast.
Why?
Because together we cover the two essential skills you need to pass the IELTS exam.
Your IELTS exam skills
and your English language skills.
You get easy-to-follow instructions which eliminate confusion, frustration,
and it makes organizing your thoughts really easy.
And to improve your English language skills
you send in your essays to me and my team and we give you feedback showing you how to
improve the lexical resource,
showing you the errors that you might have made,
and this practically guarantees that you improve and pass the IELTS exam.
Click below to listen to the other students
see what they said
and then join me and together we can pass IELTS.
Now the funny story that I was going to tell you (it's not that funny really but),
I remember once we had a science class and Mrs. Batti, the teacher, she used to scare
the living daylights out of me.
And she was about...
She was about 11 years old...
No.
I was about 11 years old.
And she was asking the class.
The Biology class.
And she would say:
"Okay, guys and girls, what defines something that's living?"
It's like the class number one with Biology class.
And people would say "It's got cells, breathing, blah blah blah."
I put my hand up and I said "Oh, it has orgasms."
And she looked at me a bit funny, and a few girls started laughing.
But I didn't actually realize it.
I didn't realize until afterwards that I've said "Oh, it has orgasms."
What I wanted to say was "It has organisms."
Or "organs" even.
I can't remember exactly.
So word definition and getting familiar with what the word means, is important.
And if you're going to send me an essay report on this task that we've just done like the
carbon cycle,
if you are to change "orgasms" for "organisms" or "organisms" for "orgasms" that's fine.
I could have a good chuckle there myself.
Okay, all the best.