Grammar Task 11

Grammar Section:

  • Learn Future-in-Past Tenses (Active Voice)

13: Future-in-Past Indefinite
“Ta ho ga”
1st Form of the Verb
14: Future-in-Past Continuous
“Raha ho ga”
Would be
“Ing” Form of the Verb
15: Future-in-Past Perfect
“Chuka ho ga”
Would have
3rd Form of the Verb
16: Future-in-Past Perfect Continuous
“Ta raha ho ga”
Would have been
“Ing” Form of the Verb
  • Learn Narration (Direct and Indirect Speech) of all Future in the Past Tenses.

Vocabulary Section:

Part One: Graph Writing Vocabulary Index || Go to Part 2  |  Part 3  |  Part 4  |  Part 5 

  • Learn Synonyms of the following words:

Climb:Mount, Scale up, Scramble up, Clamber up, Shin up, Ascent, crawl.
Rise, Go up, Uplift, Rocket, Climb, Upsurge, Soar.
Slump: Lean. Fall, Flop, Flump, Collapse, Sink, Subside, Plummet, Plunge, Tumble, Drop, Go down.
Increase: Grow, Get bigger, Get larger, Become greater, Enlarge.
Drop: Drip, Fall, Release, Fall in drops, Dribble, Trickle, Drizzle, Flow, Let fall, Fail to hold, Lose one’s grip on.

Starting Presentation Type Verb Description
The/ the given / the supplied / the presented / the shown / the provided diagram / table / figure / illustration / graph / chart / flow chart / picture/ presentation/ pie chart / bar graph/ column graph / line graph / table data/ data / information / pictorial/ process diagram/ map/ pie chart and table/ bar graph and pie chart … shows / represents / depicts / enumerates / illustrates / presents/ gives / provides / delineates/ outlines/ describes / delineates/ expresses/ denotes/ compares/ shows contrast / indicates / figures / gives data on / gives information on/ presents information about/ shows data about/ demonstrates/ sketch out/ summarises… the comparison of…
the differences…
the changes…
the number of…
information on…
data on…
the proportion of…
the amount of…
information on…
data about…
comparative data…
the trend of…
the percentages of…
the ratio of…
how the…

Example : 

1.  The diagram shows employment rates among adults in four European countries from 1925 to 1985.

2.  The given pie charts represent the proportion of male and female employees in 6 broad categories, dividing into manual and non-manual occupations in Australia, between 2010 and 2015.

3.  The chart gives information about consumer expenditures on six products in four countries namely Germany, Italy, Britain and France.

4.  The supplied bar graph compares the number of male and female graduates in three developing countries while the table data presents the overall literacy rate in these countries.

5.  The bar graph and the table data depict the water consumption in different sectors in five regions.

6.  The bar graph enumerates the money spent on different research projects while the column graph demonstrates the fund sources over a decade, commencing from 1981.

7.  The line graph delineates the proportion of male and female employees in three different sectors in Australia between 2010 and 2015.

Note that, some teachers prefer “The line graph demonstrates…” format instead of “The given line graph demonstrates…”. However, if you write “The given/ provided/ presented….” it would be correct as well.


1. For a single graph use ‘s’ after the verb, like – gives data on, shows/ presents etc. However, if there are multiple graphs, DO NOT use ‘s’ after the verb.

2. If there are multiple graphs and each one presents a different type of data, you can write which graph presents what type of data and use ‘while’ to show a connection. For example -‘The given bar graph shows the amount spent on fast food items in 2009 in the UK while the pie chart presents a comparison of people’s ages who spent more on fast food.

3. Your introduction should be quite impressive as it makes the first impression to the examiner. It either makes or breaks your overall score.

4. For multiple graphs and/ or table(s), you can write what they present in combination instead of saying which each graph depicts. For example, “The two pie charts and the column graph in combination depicts a picture of the crime in Australia from 2005 to 2015 and the percentages of young offenders during this period.”