A STUDY ONTEACHING GRAPH DESCRIPTION TO ENGLISH MAJORS USING PROJECT BASED LEARNING

SỞ GIÁO DỤC &ĐÀO TẠO THANH HÓA TRƯỜNG THPT CHUYÊN LAM SƠN A STUDY ONTEACHING GRAPH DESCRIPTION TO ENGLISH MAJORS USING PROJECT BASED LEARNING NGHIÊN CỨU VỀ DẠY MIÊU TẢ BIỂU ĐỒ CHO HỌC SINH CHUYÊN ANH SỬ DỤNG PHƯƠNG PHÁP HỌC QUA DỰ ÁN Người thực hiện: Vũ Thị Thu Hiền Chức vụ: TTCM tổ Ngoại ngữ SKKN thuộc mơn: Tiếng Anh THANH HĨA NĂM 2019 TABLE OF CONTENT PART I INTRODUCTION Rationale: ……………………………………………………………………… Aims of the study ………………………………………………………….… Scope of the study …………………………………………………….……… Method of the study…………………………………………… ………… PART II LITERATURE REVIEW Data interpretation ………………………………………………………… Role of project-based learning in a language classroom: …… …………… PART III GRAPH DESCRIPTION TECHNIQUES I Language use …………………………………………………………………… Language of Introduction ……………………………………………………… Language of Change …………………………………………………….……… Language of Comparison and Contrast ……………………………………… Linking Devices ………………………………………………………… Prepositions ………………………………………………………… Tenses ………………………………………………………… II Subskills …………………………………………………………………… Paraphrasing skill …………………………………………………… Identification of Main Features …………………………………………… Organization of Information ……………………………………………… III Chart of Different Types ………………………………………………….… Line Chart ………………………………………………………… Pie Chart …………………………………………………………… Bar Chart ……………………………………………………………… Table ………………………………………………………………… Two Graphs Together ………………………………………………… PART IV A CLASSROOM PROJECT ON GRAPH DESCRIPTION WRITING Topic ………………………………………………………………………… Participants …………………………………………………………………… Procedure …………………………………………………………………… Samples …………………………………………………………………… Effectiveness of using PBL ……………………………………………… PART V CONCLUSION and SUGGESTION 2 2 5 5 6 7 9 10 10 12 13 13 13 14 14 14 14 15 19 20 REFERENCES ……………………………………………………… …… PART I INTRODUCTION I Rationale Chart description is a challenging task for English learners because it requires not only a strong vocabulary, good grammar but also high level of analytical skills Many English majored high school students are struggling to fulfil this task They often go to details andfail to recognize the distinguishing features of the graph Besides, the flow of their writing is rather difficult for the readers to follow as the interpretation is often poorly organized Another difficulty they meet lies in the content of the graph which is generally unfamiliar to them and far from their interest.For these reasons, the author of this study decided to research different approaches to teaching this section in hope of enabling the students to overcome the aforementioned obstacles II Aims of the study The four main objectives of this study include to review some literature related to data description and statistical analysis; to provide several samples of student work; to find out an effective method in teaching this part of knowledge III Scope of the study The object of my study is restricted to English majored 10 graders in Lam Sơn gifted high school because a majority of them want to sit the IELTS exam and the national competition for the excellent students in which chart description is a required part Thus, the students have motivation to learn and the teacher can assign extra time out of the whole curriculum for this section IV Method of the study The study is conducted after the teacher’s instruction of the language, types of graphs and how to describe different types of graphs A thirty six student class is divided into groups, each will a project using the recently learned knowledge The project aims to investigate students’ satisfaction with their school After ten days, all students in class are questioned about their opinion on the new method PART II LITERATURE REVIEW This research is developed from the popular instructions on data interpretation in general and chart description in particular Moreover, the theories about project-based learning is also discussed to provide the ground for a minor project on motivating students to interview their friends and analyze the data collected using the chart description techniques they have learnt I Data interpretation Data, in simple language, is the name given to basic facts like names and numbers Time, dates, weights, prices are some simple examples of data Handling data interpretation questions is difficult and it is one of the important aspects of almost every competitive examination The job requires a set of subskills including: Attention to Details Ability to pay attention to details allows interpreters to find and see initially unseen details and links Numeracy Skills These refer to mathematical skills which include a wide range of abilities including:  Have good knowledge of figures and numbers  Understand the relationships existing between numbers  Interpret any mathematical information  Have the ability to organize information  Be conversant with trends  Know how to measure and analyze data  Be able to work with graphical information  Possess calculation skills To read and interpret charts, the reader should be able to: • Read the title on the chart to find out what content is being presented • Read all the headings and labels in the chart to determine what is being grouped andpresented in each subcategory (each column and each row) Begin by reading the headings atthe top to find out what categories of information they contain • Identify similarities, differences, and other relationships among the data • Compare the information being presented Numerical data often can be ranked from smallestto largest • Identify trends, patterns and relationships in order to reveal information and connections about thesubject/topic II Project-based learning in EFL classroom: The pedagogical concept of Project-Based Learning (PBL) is not new PBL is described by Moss and Duzer as an instructional approach that contextualizes learning by assigning students with products to develop Students then have to explain their answers to real-life questions, problems, or challenges It starts with a driving question that leads to inquiry and investigation The approach involves skill-integration learning Complex skills includingreading, listening,writing, speaking and complex tasks such as sorting information, designing, presenting, problem-solving, decision-making tasks are sequenced and combined in multiple states of development for the success of project These tasks are often centered on a theme, or topics, relevant to the specific content being studied PBL is common and useful in second language classroom because the target language then is used as a tool for communication and functions as a vehicle for acquiring knowledge Students have opportunities to recycle known language while focusing on topics or themes As a result, linguistic features found in texts students read or listen are likely to appear at some point in their written or spoken project report Besides, PBL is engaging as students learn the language through meaningful activities, in natural context and use the language for real purposes PBL also helps enhance student’s autonomy Actually, they are responsible for planning their own project, for each step of shaping their own products and for their own learning outcome in general Thus, teachers are encouraged to assign projects which motivate students to access information presented in their target language in order to solve real problems This way their language skills are also improved automatically PART III GRAPH DESCRIPTION TECHNIQUES I Language Use Language of Introduction Starting The given The supplied The presented The shown The provided Presentation type Chart table graph data figure illustration Verb Description Shows represents depicts enumerates illustrates presents gives provides describes delineates denotes compares contrasts figures the comparison of the differences the changes the shift the information on the data on the proportion of the percentage of the trend of Language of Change Visualization does help learners to strengthen their vocabulary in writing graph description The illustrated images and language below may be used for thatpurpose Language of Comparison and Contrast Halved Equalled Doubled Trebled / tripled Linking devices a Expression to focus on an item in the graph With regards to, In the case of, As for, Turning to, When it comes to , Where is/are concerned, Regarding b Expression to compare Similarly, In a similar fashion, In the same way, Same as, As much as, Meanwhile c Expression to show contrast However, On the contrary, on the other hand, in contrast Prepositions Certain prepositions go with certain words when you use the language of change If you put them in the wrong place or use the wrong preposition you may confuse what you are trying to say First, take a look at this graph model answer and notice how some of the prepositions in the graph are used They have been highlighted Sample Task Answer The line graph compares the number of car thefts for every thousand vehicles in four countries from 1990 to 1999 Overall, it can be seen that car thefts were far higher in Great Britain than in the other three counties throughoutthe whole time frame To begin, car thefts in Sweden, France and Canada followed a fairly similar pattern overthe first five years, all remaining at between and 10 per thousand The general trend though for France and Canada was a decline inthe number of vehicles stolen overthe period, with both at around in 1999 In contrast, Sweden experienced an upward trend, starting the period at approximately 8, and finishing at just under 15 Interestingly, car thefts in Great Britain started at 18 per thousand, which far exceeded that of the other countries It then fluctuated overthe next nine years, reaching a peak of 20 thefts per 1000 in 1996, and ending the period slightly lower than where it began, at approximately 17 per thousand Tense When you are presented with a line graph to analyze (or a bar graph if it is over time) you should always look carefully to check what time frame is being referred to If you get the time frame wrong, this could have a very negative impact on your score as a lot of the information will then be presented incorrectly Take a look at the line graph below As you will see, it runs from 2012 until 2022 In some graphs you may be given a time frame that includes the past and the future (or possibly only the future) In this case you need to be very careful that you are using the past tense when appropriate and the future tense when appropriate These are some common phrases you can use to discuss a graph in the future: + infinitive is/are expected to + infinitive is/are predicted to + infinitive Now take a look at the line graph and a part of the model answer and the different tenses employed: The line graph illustrates the financial position of a New Zealand local authority from 2012 to 2022 It is measured in millions of New Zealand dollars Overall, it can be seen that while rates revenue and user charges are predicted to increase over the period, borrowings and grants and subsidies will remain much lower Rates revenues and user charges will follow a very similar pattern over the time frame Rates revenue stood at just under 1.5 billion in 2012, which was the highest of the four criteria Though they remained stable until 2013, they are expected to climb to approximately 2.4 billion dollars in 2022 Like rates revenues, use charges are predicted to continuously increase They began the period at billion and will stand at twice this level by 2022… II Subskills Paraphrasing skill Method Number 1: Using Synonyms Synonyms are different words that have the same meaning For example, ‘humans’ is a synonym of ‘people’ and ‘attractive’ is a synonym of ‘beautiful’ This method simply replaces words with the same meaning in order to produce a new sentence For example: My car needs petrol My vehicle requires fuel As you can see, I have replaced out of words with synonyms to produce a new sentence, with the same meaning as the first one You will notice that I did not replace all of the words, but you should try to replace most of them This is the most common method that students use and it can be used effectively, but you should be careful The biggest mistake students make is trying to paraphrase and the word having a similar meaning, but not the same meaning Similar meanings are not good enough and will lose you marks Let’s look at some examples of poor paraphrasing because of using similar instead of the same meanings Violent crime is on the rise among teenagers Violent offences are rising among young people This student has changed the word ‘teenagers’ for ‘young people’ They are similar words and teenagers are of course young people; however, children and young adults, aged between 18-30, could also be described as young people A more term would be ‘adolescents’ or ‘young people between the ages of 13-19.’ A better way to paraphrase this sentence would therefore be: Violent offences are rising among adolescents You should therefore only use words you are 100% sure about Don’t change a word unless you are 100% sure that it is a direct synonym, otherwise you are likely to make mistakes and this will bring down your score Let’s look at another good example: Global warming is mostly caused by emissions from internal combustion engines Climate change is mainly caused by the release of fumes from motor vehicles Method Number 2: Change the Word Order Changing the word order also allows us to effectively paraphrase a sentence, but again, we have to be careful Don’t change the word order without thinking about how this affects the grammar of the sentence By changing the word order you may have to add a word, subtract a word or change the form of the word The 100% rule applies again; don’t change it if you are not 100% sure it is grammatically correct Remember that you are being judged on your ability to produce error free sentences in the IELTS test as well as use a range of grammar structures Fortunately, there are two straightforward ways we can change the word order in most IELTS questions.You can easily change the order of the clauses, if the original sentence has more than one clause As languages such as Spanish, Chinese and English become more widely used, there is a fear that that many minority languages may die out Paraphrased by changing word order: There is a fear that many minority languages may die out, as languages such as Spanish, Chinese and English become more widely used We could also add some synonyms to paraphrase it even more: Paraphrased with changing word order AND synonyms: There is dismay that many lesser used languages may pass away, as languages such as Chinese, English and Spanish become more broadly spoken You can also change the word order if there is an adjective or noun in the question You this by simply changing the adjective into a relative clause Learning to manage money is one of the key aspects to adult life Paraphrased using a relative clause: Learning to manage money is one of the aspects to adult life that is key Method Number 3: Change the Form of the Word There are many different forms of words including nouns, verbs, adjectives and adverbs Changing the form of a word allows us to paraphrase effectively Again, don’t just change the form of the word; you also need to check that your changes make grammatical sense You might need to change the words around it to make the sentence error free Longer life spans and improvements in the health of older people suggest that people over the age of sixty-five can continue to live full and active lives Paraphrased by changing word form: Longer life spans and improvements in the health of older people are suggesting that people over the age of sixty-five can continue living full and active lives Method Number 4: Change from Active to Passive The passive voice is often used in academic writing and can therefore be used in the IELTS academic writing test Only verbs with an object can be turned into the passive Example active sentence: The property developers invested $20 million in the development of the shopping center Example passive sentence: $20 million was invested in the development of shopping centers We often use the passive voice in academic writing when we don’t want to say it is our opinion Example active: People say that global warming is caused by the burning of fossil fuels Example passive: Global warming is said to be caused by the burning of fossil fuels Identification of Main Feature This is often the area most students struggle with and it is because of one main reason Students need to prioritize Prioritizing means you should choose two or three significant features and just write about these Things that you should be looking for include: High/low values Biggest majority/ minority (pie Erratic values charts) Biggest increase/decrease Biggest difference/similarities Volatile data Major trends Unchanging data Notable exceptions Organization of Information Paragraph (Introduction) Sentence 1- Paraphrase Question Paragraph (Overview) Sentence 1- Overview of first main feature Sentence 2- Overview of second main feature Sentence 3- Make general comparison, if appropriate Paragraph (Details of significant feature ) Sentence 1- Supporting details Sentence 2- Supporting details Sentence 3- Supporting details/comparison details/exceptions, if appropriate III GRAPHS OF DIFFERENT TYPES Line Graph 1.1.Tips for Line graph Line graphs always show changes over time Here's some advice about how to describe them: • Try to write paragraphs - introduction, summary of main points, detail paragraphs • For your summary paragraph, look at the "big picture" - what changes happened to all of the lines from the beginning to the end of the period shown (i.e from the first year to the last) Is there a trend that all of the lines follow (e.g an overall increase)? • You don't need to give numbers in your summary paragraph Numbers are specific details Just mention general things like 'overall change', 'highest' and 'lowest', without giving specific figures • Never describe each line separately The examiner wants to see comparisons • If the graph shows years, you won't have time to mention all of them The key years to describe are the first year and the last year You should also mention any 'special' years (e.g a peak or a significant rise/fall) • Start describing details (paragraph 3) with a comparison of the lines for the first year shown on the graph (e.g in 1990, the number of ) • Use the past simple (increased, fell) for past years, and 'will' or 'is expected/predicted to' for future years • Don't use the passive (e.g the number was increased), continuous (e.g the number was increasing), or perfect tenses (e.g the number has increased) What is important when you plan a task one is to think about how you can organize your graph in the most logical and clear way.This often means grouping the information in some way, and you can this by looking for patterns - look for similarities and differences Pie Chart  Choose the most important points to write about first These will be the largest ones As you can see in the model answer, definite job, looking for work, and formal study were all written about first, in order of importance, as these are the main reasons that were chosen for moving.Items such as ‘other’ are usually less important and account for small amounts, so can be left till the end  Make it easy to read When you write a task 1, you should always group information in a logical way to make it easy to follow and read.With an IELTS pie chart, the most logical thing to is usually to compare categories together across the charts, focusing on similarities and differences, rather than writing about each chart separately.If you write about each one separately, the person reading it will have to keep looking between the paragraphs in order to see how each category differs  Vary your language As with any task 1, this is important You should not keep repeating the same structures The key language when you write about pie charts is proportions and percentages.Common phrases to see are "the proportion of…" or "the percentage of…" However, you can also use other words and fractions These are some examples from the model answer: A large number of people Over a quarter of people A small minority A significant number of people Less than a fifth This table presents some examples of how you can change percentages to fractions or ratios: Percentage Fraction 75% three-quarters 70% seven in ten 60% three-fifths 50% half 40% two-fifths 30% less than a third 25% a quarter 20% a fifth 10% one in ten This table presents some examples of how you can change percentages to other phrases: Percentage proportion / number / amount / majority / minority 75% - 85% a very large majority 65% - 75% a significant proportion 10% - 15% a minority 5% a very small number Bar Chart A bar graph is a chart that uses bars to show comparisons between categories of data A bar graph will have two axes One axis will describe the types of categories being compared, and the other will have numerical values that represent the values of the data There are many different types of bar graphs, vertical bar graph, horizontal bar graph, grouped bar charts, and stacked bar charts Horizontal bar graph Grouped bar chart Grouped bar charts are a way of showing information about different sub-groups of the main categories In the example above, a grouped bar chart is used to show the different schemes (sub-groups) by which different categories of household materials are recycled Stacked bar chart In stacked bar charts the bars representing the sub-groups are placed on top of each other to make a single column, or side by side to make a single bar The overall height or length of the bar shows the total size of the category whilst different colours or shadings are used to indicate the relative contribution of the different sub-groups ORGANIZATION OF A BAR CHART DESCRIPTION Each sentence can be assigned for a specific task: a One sentence for introduction b A sentence with the superlative c A sentence with a comparison d A sentence grouping two data points because they are similar e A sentence noting an exception f A sentence describing some data in advanced manner g A sentence describing the data in a normal fashion h Two sentences for summary Note that these sentences don’t necessarily need to go in this particular order You must write them in a way that makes your Bar Chart description flow naturally Tables Tips for table Tables seem difficult when they contain a lot of numbers Here's some advice: • Try to write paragraphs - introduction, summary of main points, detail paragraphs • Before you start writing, highlight some key numbers Choose the biggest number in each category in the table (i.e in each column and row) If the table shows years, look for the biggest changes in numbers over the time period You could also mention the smallest numbers, but you can ignore 'middle' numbers (neither biggest nor smallest) • For your summary paragraph, try to compare whole categories (columns or rows) rather than individual 'cells' in the table If you cannot compare whole categories, compare the biggest and smallest number Write sentences for the summary • In your two 'details' paragraphs, never describe each category (column or row) separately The examiner wants to see comparisons Try to organize the numbers you highlighted into groups - one for each paragraph (e.g highest numbers for all categories together, and lowest numbers together) • Describe or compare the numbers you highlighted - include at least numbers in each paragraph • Use the past simple for past years, and 'will' or 'is expected/predicted to' for future years If no time is shown, use the present simple Two Graphs together Structure This structure can be used for every question in which you are given two different graphs Paragraph Sentence 1- Paraphrase question sentences There will normally be two question sentences and you should combine them into one sentence by using ‘and’ or ‘while’ This will allow you to produce a complex sentence and gain points for grammatical range and accuracy Paragraph Sentence 2- Overview of two of the main features from graph number Sentence 3- Overview of two of the main features from graph number Sentence 4- Overview of any comparisons if necessary (optional) Paragraph Sentence 5- Details of first main feature of graph number 1, Sentence 6- Details of second main feature of graph number Paragraph Sentence 7- Details of first main feature of graph number Sentence 8- Details of second main feature of graph number Sentence 9- Details of any comparisons (if any) So paragraph should just be an overview of the main features and should not include any details The details come in paragraphs and PART IV A CLASSROOM PROJECT ON GRAPH DESCRIPTION WRITING Topic: Research into students’ satisfaction with school Participants: 36 students in class 10A2 participated in the study and they worked in groups of Procedure: Students were supposed to interview their school mateson their grade of satisfaction with their school ranging from teaching method, homework, facilities, activities, materials Basing on the data collected, they visualize their findings with different types of charts and then write a short description of those charts Their outcomes are charts, descriptions and presentations on their projects Samples of students’ works Sample by Group Introduction: The report’s purpose is to assess student’s satisfaction with the teaching works at ABC gifted high school and suggesting ways of improvements Teachers: The majority of students had a good impression on their teachers The most popular words which were used to describe the teachers’ personalities included: friendly, dedicated, sensitive and funny In terms of knowledge and profession, the teachers were also rated highly Teaching methods: 60 50 40 30 20 10 Percent On the whole, there were four methods that were applied mostly in our school They were: Self-studying, Traditional teaching, Self-studying with the help from teachers, and innovative methods which encouraged students to work together as well as think creatively However, among four of them, only self-studying with guidance was considered effective even though traditional teaching was used the most Surprisingly, self-studying, a method seemed to be popular turned out to be the least common and not supported by a large number of students Modern methods started to be applied in classes recently with activities such as students’ making a presentation with power point on the computer, going out for a field trip and so on, but they were not applied widely as other methods One suggestion is to increase the classes with creative activities and let students study themselves, teachers can help them with the difficulties and problems Homework and Tests: Just enough Many Too many A few of More than a half of students found the amount of homework and tests that they were given acceptable However there were still a number of students thought that they were given too many exercises and tests Many people complained that the amount of homework and tests they had to deal with had put them under unnecessary pressure and tiredness It would be preferable to make the contents of tests and exams suitable with students’ capability and knowledge Textbooks and study programs: Course books, Advanced Books Special curiculum, Course books, Advanced books Course books only In general, students in ABC High school studied with a learning program consisting of course books and advanced books In several cases, for instance IT or English major classes, students would have their own curriculum with different books compared to others Much as the students thought that these types of books were appropriate in order to prepare for their university entrance and graduation exam, there were also some criticism about the disregard of subjects such as PE, Art or Music These subjects were either ignored or received little attention If possible, we propose that students should have more time for studying subjects related to their strengths as well as more chances to develop their talents in physical and artistic activities Conclusion: To sum up, the students all have a positive attitude towards school and if their suggestion are considered, their studying will be more advantageous Sample by Group Introduction The aim of this report is to assess student satisfaction with testing and test result publication at ABC Gifted High school, and to make suggestions for improvements On-going assessment In general, students really appreciate the formative testing process The main issue had to with assessing alternatives Particularly, most students (more than 60%) prefer receiving comments to marks We suggest that teachers might take this into consideration Final examination With regard to summative assessments, the testing methods are highly rated The only downside is probably about the time for preparation as well as resting As for the duration of intervals, the majority of students (59%) claim that it should be increased by at least minutes Result publication The following chart compares learners’ interest in different forms of result publication by far The most common option is that students know the details while only the average points are informed to parents, which accounts for 55% of the students’ preference and greatly surpasses others Revision Understandably, most of the students (approximately 90%) agree to receive revising restriction and/or instruction from teachers, leaving others at an insignificant number of 8% Conclusion Overall, schooling assessments are necessary to any individuals and in ABC Gifted High school, students seem to keep a positive outlook on them However, if the mentioned suggestions are implemented, students’ testing pressure will surely reduce Effectiveness of using project based learning method This study was applied in class 10A during the first term of the school year 20182019 This method proved to be effective with this class as it could: - motivate students’ participation - increase their interest in learning this module of knowledge - better their understanding of describing a graph - encourage them to study more actively - integrate the using of different skills in learning a foreign language To accurately valuate the effectiveness of this method, it need applying in more classes However, after interviewing all students in class about their understanding, participation, language skill development, and the current learning methods, the results were recorded as following: Method PBL (36Ss) Understanding 28 Interest in current method 28 Participation Actively 28 Passively Regarding students’ understanding, 28 out of 36 students (78%) understood clearly what to write, how to write, how to analyse and interpret a graph As for their interest in the used method, similarly 78% of the participants reported to be interested in PBL Interestingly they were those who participated actively in the assigned project, while a small percentage of those who did not dedicate themselves into the work found this method not interesting Besides, when asked about skill development all subjects in PBL claimed that this new approach helped them improve not only writing skills but also speaking skill, and other soft skills like group work, doing survey, and computering PART V CONCLUSION and SUGGESTION Conclusion From my observations, the aforementioned detailed instructions, various exercised and minor writing projects produced positive outcomes both in terms of students’ improvement on their chart description writing and their motivation toward this type of task Almost all students participated in PBLhave produced better organized descriptions, more reader-friendly interpretationsovertime Students also enjoyed conducting their own research on different aspects of school life, sharing their research results in class and reflecting critically on their peer’s writing Based on the findings, it can be seen that the method can be of great use in developing the students’ writing competence and creating positive learning atmosphere Suggestions While applying the method, teachers should bear in mind the following principles Writing graph description is not all about using language skill Chart description requires a set of different skills including language skills, analytical skills, mathematical skills, observation skills, etc Thus, students should be provided with practice on all those techniques Sometimes, teachers of other disciplines such as mathematics, informatics or geography can be of great help Comprehensible input is needed with careful scaffolding Teachers should encourage students to expose themselves to authentic materials with rich language input, appropriate content, interesting topics More importantly, teachers need to provide students with technical and linguistic support to ensure the students can digest the materials effectively and reflect on them enthusiastically Projects with authentic purposes make graph description more practical When students have a clear and meaningful reason for collecting data, interpret them and sharing with their friends, they have clear idea that data analysis may contribute to better their lives, their peers’,the school, and the community Students are then driven to learn content and skills for that goal This research was conducted just to improve students’ graph description writing, not including process description and applied only to teaching English majored 10 graders.Further research can be extended to other IELTS writing task and be done with participants of larger group including English majored and non- majored11 and 12 graders in order to see if they produce the same outcomes Within limited time, the study is certain to have shortcomings I look forward to receiving any comments and suggestions from my colleagues to better it in the future Please contact me via email hientesol@gmail.com if you have any remarks on it Thank you very much for your reading XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh Hóa, ngày 16 tháng năm 2019 CAM KẾT KHƠNG COPY Tơi xin cam đoan SKKN viết, không chép nội dung người khác Người viết SKKN Vũ Thị Thu Hiền REFERENCES D Moss, & Van Duzer (1998) Project-based learning for adult English language learners, National Clearninghouse for ESL Literacy Education, Richard Brown & Lewis Richards IELTS advantage writing skills Delta Plublishing UK Sam McCarter and Norman Whitby Improve your IELTS Writing skills MacMillan https://www.ieltsbuddy.com/ielts-writing-task-1.html https://www.ieltsadvantage.com/2015/03/31/paraphrase-ielts/ https://www.statista.com/statistics/268136/top-15-countries-based-onnumber-of-facebook-users/ https://www.bbc.co.uk/news/business-41736170 ... will have numerical values that represent the values of the data There are many different types of bar graphs, vertical bar graph, horizontal bar graph, grouped bar charts, and stacked bar charts... Bar Chart A bar graph is a chart that uses bars to show comparisons between categories of data A bar graph will have two axes One axis will describe the types of categories being compared, and... relative clause Learning to manage money is one of the key aspects to adult life Paraphrased using a relative clause: Learning to manage money is one of the aspects to adult life that is key Method