Dashboard

Qeyd 1–3 — vocabulary patterns

Qeyd 1:

A/an + dramatic/ sharp/ enormous/ steep/ substantial/ considerable/ significant/ rapid/ moderate/ gradual/ slight/ marginal/ minimal + increase/ decrease

Qeyd 2:

Sth+ dramatically/ enormously... + increased/ decreased...

Qeyd3 :

Body2-e kecid etmek ucun asagidaki strukturlar isledile biler

As for/regarding/in regard to/turning to/when it comes to +sth, +cumle

For ex: As for the feature in the city that has seen few developments, the shop to the south has been left intact.

Semkirdeki telebelerin sayina geldikde ise, o artdi – bunu tercume edin

Describing change & figures

Sth increased to/ decreased to + rəqəm --- burada artım və ya azalmanın miqdarını aşağıdakı kimi göstərmək olar:

The number of students decreased to/ increased to 30, + a/an + rise/ increase/ decrease ... + of rəqəm

The number of students increased to 30, a rise of 10 ( yəni ki, artımın miqdarı 10 vahiddir, yəni 20- dən – 30- a qalxıb).

Orxanin sahib oldugu masinlarin sayi 3e azaldi, bu da 10 vahidlik azalmadir – Tercume edin

There is/ was + a/an+ increase/ decrease/ fall/ rise/ boom/ growth/ climb + of + reqem + in+ sth, + ( from + reqem + to + reqem)

There was a drop of 50% in the proportion of students who read books, from 70% to 20%

Peak at/ reach a peak of/ reach its/ their peak at+reqem

increase/ climb/ rise/ surge+ to a high of + rəqəm

It increased to a high of 70% - maksimum

Reach a low of/ drop/ decrease/ fall/ plunge/ plummet+ to a low of+ rəqəm

The number of students fell to a low of 5.

Rise/ increase/ …+ from a low of + rəqəm + to a high of + rəqəm

The number of students rose from a low of 5 to a high 75.

Decrease/ fall/ … + from a high of + rəqəm + to a low of + rəqəm

The number of students fell from a high of 75 to a low of 5.

Something showed/ witnessed/ experienced/saw + a/ an + decrease/ fall/ increase… + of+ rəqəm / + from + rəqəm + to + rəqəm

The number of students witnessed an increase of 20%, from 10% to 30 %

A/ an + reduction/ increase… + of + rəqəm + was+ witnessed/ experienced/ recorded + in + something(,from+reqem+to+reqem)

At the start/ beginning + of the period/ Initially, something+ stood+ at + rəqəm

Initially, the proportion of the old stood at 20 %

Increase/ decrease to + rəqəm

It increased ( from 10%) to 30 %

Increase/decrease+ by + rəqəm —( artım . azalma- miqdarı)

It increased by 30% ( from 40% to 70%)

Something remain steady/ unchanged/ stable/ constant + at + rəqəm

Something levelled out/ reach a plateau/ plateaued/ levelled off/ did not change/ maintained the same level/ stood/ steady + at + rəqəm

Something fluctuated/ oscillated/ was volatile + between + rəqəm + and + rəqəm

A/an fluctuation/ oscillation / a period of volatility + was witnessed/ experienced/ recorded/seen+in+sth

Fluctuations (between 10 and 20) were seen in the number of students from SHAMKIR

Something+ had + a climb/ decrease… + of + rəqəm

Following / before / after / gerund

Extra:

How to use “Following and followed by”

Sth happens, following sth2 (this happens first)

Burada “sth2” –de tesvir edilen hereket “sth”-den once gelir.

Qeyd: following+noun(phrase)/ object+gerund

Mes: He died, following his wife’s death

Burada ilk ölən onun heyat yoldasidir.

“sth”happens, followed by “sth2”

Burada ise “sth”-de tesvir edilen hereket birinci bas verir

Mes: She died, followed by her husband’s death

Burada ilk olen yene qadin olub.

IELTS-de tetbiqine ise misal olaraq

The number of students dramatically increased by 100, following a sharp decrease of 70.

Burada birinci azalma bas verib

The number of students experienced a sharp increase of 100, followed by a dramatic decrease of 70.

Burada ise eksine, birinci artim bas verib

Sth happens before sth else happens

I sold my car before I sold my house ( First, I sold my car. Then, I sold my house)

Before=after which

I sold my car after which I sold my house

Sth happens after sth else happens

I sold my house after I sold my car

After=before which

I sold my house before which I sold my car

Gerund

I sold my car before selling my house

I sold my house after selling my car

I sold my car before you sold your house – in this sentence- we cannot use -before selling-because -the subject after the word “before” is different

I killed her before I buried her

Who did the killing?-I

Who did the burying-I So it means I can use a gerund, because both actions are done by the same person

I killed her before burying her.

Passive Voice (with gerund)

My car was sold before (after which) my house was sold

My house was sold after (before which) my car was sold

Passive Voice (with Gerund)- subjects of both parts should be the same

He was beaten before he was arrested--- He was beaten before being arrested

He was arrested after he was beaten- He was arrested after being beaten.

Pie chart

PIE chart

Contribute to=make up=to be composed of=constitute=comprise=to be comprised of=consist of=account for

Make up

Small unit+make up/contribute to/constitute/comprise/account for+ %+of+big unit

Ex: Boys make up 20% of the class.\/////// Boys contribute to 20% of the class.

Make up- Passive Voice

%+of+Big unit+to be+made up of/comprised of/composed of+small unit

Ex: 20% of the class is made up of boys.

Note: %+of+big unit+consist of+small unit

20% of the class consists of boys.

Common vocabulary for PIE CHART

Generate/produce/create/engender

Cause/bring about/lead to/pave the way for

Qeyd: Pie chart-da kateqoriyalar faizlerle verildiyine gore

the proportion/the rate/the percentage/amount/quantity +of +sth – islenilir

The proportion of people who had a computer decreased in 2005.

Line graph & bar chart examples

The line graph compares 4 organizations in how much money, given in billions of dollars, they donated to developing countries from 2008 to 2011.

Overall, despite starting at the same point as Organization C, Organization B increased its contributions, widening the gap between them. A similar trend was observed in the numbers for A and D, with the former following a rising trend.

HOMETASK

Body1 -B ve C

Bod2- A ve D-den danisaciq

Burada komek etmek, yardim etmek, pul bagislamaq kimi movzular cox islenmelidir. Bu kimi ifadeleri nece demek olar, internetde baxin

The graph below shows the different home activities among young children in four different countries.

The bar chart compares proportions of children in 4 different countries who are engaged in various activities, such as computer games, reading, board games and watching TV.

Overall, children appear to favor computer games most in all the given countries, while reading is of the least interest to them. Children in Nigeria vary to a larger extent in their proportions.

Body1 – Malaysia ve Sudanbody2 – china ve Nigeria

Body1 – compter ve readingbody2- board games and watching TV

Burada, make up, account for, constitute, contribute to- kimi ifadeler islene biler. Faizler sozlerle de yazila biler. Bunu basa dusmek ucun, menim “Qeyd1” faylimda olan qrammatik qaydalari oxuyun.

Pie chart & table

The pie charts show the proportions of people who either relocated in the USA or left the country for various reasons in 2018.

Overall, while the reasons for immigration or emigration are the same, the percentages of people with these reasons varied greatly. Meanwhile, joining family was the major driver for people to dwell in the USA, whereas it was guaranteed employment that caused most people to relocate to another land.

Joining family was 13% -OLMAZ

The percentage of people who left the country to join their families was 13% -OLAR

Table

The table compares the average scores of students, whose native languages are German, French, Indonesian and Malay, in all four sections of the General IELTS Test in 2010.

Overall, students in these language groups obtained similar results with small differences. speakers of German achieved higher scores in all sections and overall, except in Reading which those who spoke Malay dominated.

Body1 – German and Malay

Body2 – French and Indonesian

Mixed charts

Mixed

The bar chart below shows the proportions of English men and women of different ages who were living alone in 2011. The pie chart compares the numbers of bedrooms in these one-person households.

The bar chart below shows the proportions of English men and women of different ages who were living alone in 2011. The pie chart compares the numbers of bedrooms in these one-person households.

The bar chart compares the percentages of English males and females in different age groups who lived alone in 2011. The pie chart illustrates how many bedrooms these households had, again measured in percentages.

Overall, in the young age groups, more men lived alone, while the reverse was true in the older age groups. Meanwhile, 1 to 3 bedrooms were more common among the English who lived alone, with a significant lower proportion going for 4 or 5 bedrooms.

Body1 -the first pic

Body2-second pic

Maps, future forms & process

Map in Overall-unda

Xeritede deyisiklik derecesi az olub ya cox ( completely transformed, dramatic changes ve s kimi) + xeritenin hansi hissesinde az ve ya hec deyisiklik olub (meselen serqde, qerbde, merkezde falan az deyisib)

Overall,

It is clearly seen that……….

Body1- en cox deyisen, boyuk deyisiklikler

Body2- az deyisen ve ya deyismeyen xusuiyyetler

The maps illustrate how a town center and its surroundings look now and potential changes in the future according to a proposed plan.

Overall, while the city is expected to witness minor changes, infrastructural alterations will predictably prevail.

Body 1- railway ve qerbi

Body2 – serqdeki deyiisiklikler

Ve ya

Body 1- gunumuzde ne var

Body2- gelecekde ne olacaq

It is anticipated/expected/projected/predicted/forecast/proposed+that +mubteda+xeber

It is predicted that he will be killed

Mubteda+is/are+ anticipated/expected/projected/predicted/forecast/proposed+ to+verb

He is predicted to be killed.

It will +verb

There will be ………

Passive voice

Subject+to be +P2

Present simple- Subject+is/are+ P2

Past simple- Subject+was/were+ P2

Present perfect- Subject+ have been/has been+ P2

Future simple – Subject+will be +P2

Process/diagram - Overall

proses-nece merheleden ibaretdir, ne ile baslayib ne ile bitir. Soz sayi azdirsa - prosesin sade ve ya murekkeb oldugunu denen

Body1-- In detail, .............

Body2-- As for the remaining data, .............

bunu prosese baxib ozun qerar vermelisen ki verilen merhelenin nece denesini Body1-de nece denesini Body2-de yazin

Opinion / agree–disagree

Agree/disagree essays (some people call these opinion essays).

Typical prompts: Do you agree or disagree? To what extent do you agree (or disagree)? What is your opinion?

Example topic: Some people think that human needs for farmland, housing and industry are more important than saving land for endangered animals. Do you agree or disagree with this point of view? Use specific reasons and examples to support your choice?

Approach (a): Agree but under some conditions.

Approach (b): Razıyam amma bəzi istisna hallar ola bilər.

Point 1: Razıyam çünki insanlar heyvandan daha vacibdir — uşaqları yarı ac, oynamağa yer olmayan mühitdə böyüdüb psixologiyasını pozası deyilik ki.

Point 2: Amma bu o demək deyil bütün endangered animals-dan vaz keçə bilərik; bəziləri həddindən artıq önəmlidir. Məsələn hansı???

Intro: Paraphrase the topic sentence.

Sample stance: In my view, while I believe that humans, especially the young, should be prioritised over protecting endangered animals, we should not ignore all species that are at risk of extinction.

Discussion (both views + your opinion)

Discussion essays: discuss both sides and give your opinion.

Prompt example: It is generally believed that some people are born with [talents] others are not. However, it is sometimes claimed that any child has certain talents, for instance for sport or music, and can be taught to become a good sports person or musician.

Task wording: Discuss both these views and give your own opinion.

Ways to respond: a) Hər iki fikir də səhvdir. b) Hər ikisinin də düz olduğu hallar ola bilər — situasiyadan asılıdır (ölkədən ölkəyə, yaşdan yaşaya, ixtisasdan asılı olaraq hər iki fikir düz ola bilər).

Structure (c): Intro — mövzu parafraz + sənin fikrin. Body 1 — birinci tərəfdən danış və bu tərəf niyə belə düşünür (1 səbəb + izah). Body 2 — ikinci tərəf eyni cür. Body 3 — mənim fikrim.

Bu mövzu ilə bağlı mənim fikrim: Mən fikirləşirəm ki istənilən adam istənilən idmanda uğurlu ola bilər, əgər o idmana mane olan fiziki qüsuru yoxdursa; eyni zamanda istənilən adam musiqidə uğurlu ola bilər, hətta səsi olmasa belə — texnologiya sağ olsun. Bunların talented doğulanlardan yeganə fərqi odur ki, bunlar uğurlu olmaq üçün daha çox çalışmalı olacaq.

Positive / negative development

Positive/negative essays: is this a positive or negative development / approach?

Intro: Parafraz + sənin fikrin.

(a) Mənə görə müsbətdir, amma müəyyən şərtlər yerinə yetirilsə.

(b) Mənə görə bu adamdan adama, ölkədən ölkəyə, yaşdan yaşaya, kişidən qadına, ixtisasdan ixtisasa dəyişir.

Language: “Orkhan, as a teacher, offers advantages” — OLMAZ. “Orkhan is a good teacher.” — OK. “This trend has advantages” — OLMAZ. “This trend is advantageous” — OLMALI.

Example question: Most people accept that we now live in a globalised world but not everyone agrees that this is beneficial. To what extent is globalisation a positive or negative development? (Ölkədən ölkəyə dəyişir.)

Body 1: İnkişaf etmiş ölkələr üçün bu pozitivdir.

Body 2: Zəif inkişaf etmiş ölkələr üçün problem — istismara məruz qalmaq.

Advantages outweigh disadvantages

Important: Only when the question uses the word outweigh. If you do not see “outweigh”, you cannot use this “which side is stronger” balanced answer for a simple “discuss the advantages and disadvantages” task.

(a) Outweigh edir-etməyinə, amma filan şərtlər yerinə yetirilsə. Body 1 — outweigh etdiyi hallar. Body 2 — bu outweigh-i riskə atan amillərə qarşı hansı tədbirlər görülübsə (mütləq if cümlələri ilə).

(b) Adamdan adama, ölkədən ölkəyə: Body 1 — hansı ölkədə və ya hansı cür adamlara görə müsbətlər üstələyir və mümkün mənfilərlə müqayisə. Body 2 — hansı ölkədə mənfilər daha ciddi problem yaradır və mümkün müsbətləri mənasız edir.

(c) (a) və (b)-nin qarışığı.

Example: Some companies spend a lot of money on scientific research and use animals for testing. Do the advantages of using animals in research outweigh its disadvantages?

Intro: Mövzu parafraz + sənin fikrin (məs: it depends on the magnitude of the research).

Body 1: Medical research olan araşdırmalar yaxşıdır.

Body 2: Amma luxury and beauty product üçün olanlar mənfi tərəfləri həddindən çoxdur.

Problem & solution

Problem–solution-da normalda opinion olmur.

Əgər “YOU think”, “what can you suggest” kimi birbaşa sənin fikrini tələb edən sözlər olsa, “I consider that…” əlavə edirsən. Qalan struktur dəyişmir. Bəzən conclusion-da “In my view…” — amma normalda bu essaylərdə opinion olmur.

Intro: Mövzu parafraz + However, some steps can be taken to solve these issues.

Body 1: Problemin kökü və ya problemin özündən danışırsan — 2 arqument. Bəzi suallarda “effects / what problems does this cause?” olur: o zaman niyə baş verir demirik; nəticə danışırıq.

Body 2: Solutions.

Conclusion.

Example: The number of homeless people is rising in many countries. What are the reasons and how can this problem be solved?