Итоговый проект: сравнивать и объяснять · слушаем и говорим

Presenter: Our practice chart compares three ways of travelling to a fictional youth event. Out of thirty imagined participants, twelve walk, ten use a bus and eight cycle. These are invented numbers for a language exercise.

Partner: Can we say that most participants walk?

Presenter: Not if most means more than half. Walking is the largest category, but twelve is fewer than fifteen. We can say that more participants walk than cycle in this dataset.

Partner: Could we explain that walking is cheaper?

Presenter: We can suggest that as a possible reason, but the chart does not include costs or reasons. Some people may live close to the event, while others may not have a suitable cycle route.

Partner: What should our conclusion include?

Partner: I have another question about the diagram. Could we change the vertical scale to make the differences look more dramatic?

Presenter: We should choose a scale that helps the audience understand the comparison. If a shortened scale is used for a specific reason, it must be obvious. Otherwise, a small numerical difference may look much larger than it is. Our practice chart does not need that complication.

Partner: And if a listener asks whether the same pattern occurs in every town?

Presenter: We should explain that these invented responses cannot answer that question. We can suggest how a real study might investigate it, but we must not turn an exercise into evidence about a population we have not observed.

Presenter: A clear comparison, one possible explanation and a limitation. We should also propose a useful follow-up question, such as how distance affects the choice.

Partner: I will check that the numbers add to thirty and that each label is readable. Then we can practise explaining the chart without simply reading every number aloud. The goal is to help a listener understand the main pattern and what the chart cannot tell us.