(完整版)英语图表作文模板汇总.docx

1、表作文常模板第一段：体描述表，指明 段，指出突出化或不同常用句型 或短：As is clearly shown in the chart（表）/ table（表格）/graph（表）,According to the figures given in the table/chart/graph, It can be seen from the table/chart/graph,.The figures （数据、数字）in the table/chart reflect that.especially,（疳出关出化）第二段：（分析原因）There are several factors lea

2、ding to this change / difference .There are several reasons for 弓l.（出原因）To begin with,（原因一）In addition,（原因二）For example,（例 明）Last but not the least,（原因三）To sum up（要）第三段：自己的点As for me,On the one hand, on the other, In brief, 表作文写作常一、形种及概述法：泛指一份数据 表：a data graph/chart/diagram/illustration/table:pie ch

3、art直方 或柱形:bar chart / histogram曲 :line chart / curve diagram表格：table流程 或 程:flow chart / sequence diagram程序：processing/procedures diagram二、富用的描述用法The table/chart diagram/graph shows （that）According to the table/chart diagram/graphAs （is） shown in the table/chart diagram/graphAs can be seen from the t

4、able/chart/diagram/graph/figures, figures/statistics shows （that）It can be seen from the figures/statisticsWe can see from the figures/statisticsIt is clear from the figures/statisticsIt is apparent from the figures/statistics/table/chart/diagram/graph figures （that）table/chart/diagram/graph shows/d

5、escribes/illustrates how.一三、表中的数据（Data）具体表达法数据（Data）在某一个 段固定不：fixed in time在一系列的 段中： changes over time持化的data在不同情况下：十曾力口： increase / raise / rise / go up一减少:decrease / grow down / drop / fall 波:fluctuate / rebound / undulate / wave-定：remain stable/ stabilize / level off最常用的两种表达法：+副形式(Verb+Adverb for

6、m )形容 + 名形式(Adjective+Noun form )四、英表写作套句精1 .the table shows the changes in the number of -over the period from ito 表格描述了在年与年 数量的化。2 .the bar chart illustrates that 柱状展示了3 .the graph provides some interesting data regarding我提供了有关有趣数据。4 .the diagram shows (that) 向我展示了 5 .the pie graph depicts (that)形

7、揭示了一6 .this is a cure graph which describes the trend of个曲 描述了 一的。7 .the figures/statistics show (that)数据(字)表明8 .the tree diagram reveals how 一型向我揭示了如何一9 .the data/statistics show (that) .一数据(字)可以理解一10 .the data/statistics/figures lead us to the conclusion that些数据料令我得出一11 .as is shown/demonstrated/e

8、xhibited in the diagram/graph/chart/table如所示12 .according to the chart/figures -根据些表(数字)13 .as is shown in the table 一如表格所示14 .as can be seen from the diagram, great changes have taken place in .一 从中可以看出，生了巨大化。15 .from the table/chart/diagram/figure , we can see clearly that 一 or it is clear/apparen

9、t from the chart that 从表我可以很清楚(明)看到16 .this is a graph which illustrates 个表向我展示了17 .this table shows the changing proportion of a & b fromito 表格描述了年到年a与b的比例关系。18 .the graph, presented in a pie chart, shows the general trend in -以形 形式描述了 -的。19 .this is a column chart showing 一是个柱型，描述了 一20 .as can

10、 be seen from the graph, the two curves show the fluctuation of 一如所示，两条曲描述了 一的波情况。21.over the period fromto the - remained level.在至期,基本不o1.1 in the year between -and在年到期一1.2 in the 3 years spanning from 1995 through 1998-1995年至1998三年里24 .from then on/from this time onwards从那起一25 .the number of - rem

11、ained steady/stable from （month/year ） to （month/year ）o一月（年）至一月（年）一的数量基本不。26 .the number sharply went up to 数字急上升至27 .the percentage of stayed the same betweenand 至期的比率持不。28 .the figures peaked at （month/yearin）一的数目在一月（年）达到点，29 .the percentage remained steady at 比率持在30 .the percentage of - lightlyi

12、ss larger/smaller than that of比例比的比例略高（低）。31 .there is not a great deal of difference betweenand-与一的区不大。32 .the graphs show a threefold increase in the number of .一. 表表明的数目增了三倍。33 . - decreased year by year while - increased steadily.i逐年减少，而逐步上升。34 .the situation reached a peak（ a high point at） of

13、%.一的情况（局）到达（高）点，一百分点。35 .the figures/situation bottomed out in -数字（情况）在达到底部。36 .the figures reached the bottom/a low point/hit a trough.数字（情况）达到底部（低谷）。37 a is 一 times as much/many as b.a是b的一倍。38 .a increased by a增了39 .a increased to a增到40 .there is an upward trend in the number of -一数字呈上升。41 .a cons

14、iderable increase/decrease occurred from.一 to 到生急上升。42 .from 一 to 一. the rate of decrease slow down.从到，下降速率减慢。43 .From this year on, there was a gradual reduction in the,reaching a figure of从年起，-逐下降至44 .be similar to 与相似45 .be the same as与相同46 .there are a lot similarities/differences betweeniand -一

15、与之有多相似(不同)之47.a has something in common with ba于b有共同之。48.the difference between a and b lies ina与b之的差在于49(year) witnessed/saw a sharp rise in .一年急上升50. Compared with ,与相比，表作文常用句型(1)篱用的开篇句型(即概述表内容篱用的表达法 ) According to the table/pie chart/line graph/bar graph, we can see/conclude that根据表/,我可知 - The ta

16、ble/graph reveals (shows/indicates/illustrates/ represents/points out) that表/表明一 As we can see from the table As can be seen from the line/bar graph As is shown (illustrated/indicated) in the pie chart 如表 / 所示，数据化常用句型1)表示数据增The number of . grew( increased 或 rose) steadily from to -.in 2009.There was

17、 a rapid (sharp /dramatic/marked /sudden/steady/ gradual / slow/small) increase (/rise) in the number of The increase of.has reached to -.2)表示数据降低The number of dropped (decreased 或 fall) steadily from to in 2008.There was a rapid (sharp /dramatic/marked /sudden/steady/ gradual / slow/small) drop (de

18、crease/ decline/ fall/ reduction) -. in the number of - in 2008.14例文： Students Use of Computers提纲：1.上图所示为某校大学生平均每周使用计算机的时间：1990年（2 hours） , 1995年（4 hours）, 2002年（14 hours）,请描述其变化；2 .请说明发生这些变化的原因（可从计算机的用途、价格或社会发展等方面加以说明）；3 .你认为目前大学生在计算机使用中有什么困难或问题。参考范文（1）Student Use of ComputersAs is clearly shown in

19、 the chart, the number of hours students spent on computers increased from two to four hours per week from 1990 to 1995. Especially, the number rose to about 14 hour per week in 2002.There are three factors leading to the change. To begin with, the price of computers is getting much lower than befor

20、e so that many students can afford it. In addition, it is very convenient for us to study with the help of computers. For example, e-mails enable us to keep in touch with our teachers and friends. Last but not least, with fast development of the modern society, a computer has become a must for many

21、people. To sum up, low price, convenience and wide use contribute to the increase in the use of computers.As for me, student use of computers is a double-edged sword（双刃佥ij ）. On the one hand, it is a good helper in searching for information, drawing pictures, etc. One the other hand, various compute

22、r games might distract students from their studies. In brief, computers can serve us well if they are used in the right way.参考范文（2）Student Use of ComputersAs is clearly shown in the chart, the average number of hours a student spent on computers increased from two to four hours per week from 1990 to

23、 1995. Especially, the number reached approximately 14 hour per week in 2002. Why are there such great changes during these days?There are three factors leading to this phenomenon （现象）.Firstly, because of the sharp decline in the price of computers, most college students can afford one. Secondly, th

24、e Internet provides access to various kinds of information students are interested in. Finally, playing computer games or surfing online is relaxing. To sum up, low price, easy access to information and wide use make students use computers a lot.As for me, computers do bring convenience to students;

25、 however, it is no good fro students to spend too much time chatting online or playing computer games. In brief, in spite of the problems concerning the use of computers, we can' tdeny that computers are of more merits than defects. 参考范文（3）Student Use of ComputersReading this chart, we can find

26、that the average number of hours students spend on computers per week has increased sharply. In 1990, it was less than two hours; in 1995, it increased to almost four hours; and in 2005, the number rosed to 14 hours per week.There are several reasons for this phenomenon. First, computers provide fac

27、ilities for us in many aspects of life. In addition, the fast development of the Internet contributes to our increasing demand for computers. We can easily contact friends in faraway places through the Internet. Besides, the prices of computers are getting lower and lower, which enables us to purcha

28、se them.However, there are still some problems. For example, computers may crash from time to time because of viruses transmitted through the Internet. And how to balance the time between using computers and studying is also a serious problem. Anyway, we will benefit a lot from computers as long as

29、we use them properly.Financial Sources of College Students1 .描述中美大学生经济资助状况2 .分析这种状况的成因3 .预测中国大学生经济资助的可能变化-examineesfinancial sources -American StudentsChinese Studentsparents45%90%Part-time jobs40%5%scholarship15%5%Sample 1Financial Sources of College StudentsFrom the table, we can see clearly that

30、Chinese college students and their American peers rely on different financial sources for their life and study. About 90% of Chinese students get money from their parents. In contrast, only 45% of American students resort to this way. About 40% of American students depend on part-time jobs for incom

31、e, but only 5% of Chinese students do so. Scholarship is the financial source for 15% of American students, whereas only for 5% of Chinese students.There are several reasons leading to this difference. On the one hand, independence is greatly honored in American society, and students would be proud

32、to depend on themselves. Besides, they have a more flexible schedule so they can have more time to do part-time jobs. On the other hand, some Chinese students take their parents' financial support for granted. Similarly, parents believe it ' s their duty to finance their children, s educatio

33、n.I think with the reform in college education, this tendency in China may be changed. The widespread adoption of credit-system will give Chinese students more time and flexibility to pursue part-time jobs and get more independence from their parents. Also, with the passage of time, both the student

34、s1 and the parents' ideas will change greatly. Thus, more and more Chinese college students are sure to rely on themselves rather than on their parents for finance.作文3The table below gives information about changes in modes of travel in England between 1985 and 2000.Summarise the information by

35、selecting and reporting the main features, and make comparisons where relevant.Average distance in miles travelled per person per year, by mode of travel19852000Walking255237Bicycle5141Car3,1994,806Local bus429274Long distance bus54124Train289366Taxi1342Other450585All modes'4,7406.475范文：The tabl

36、e indicates the number of miles by the average English person in 1985 and 2000, using various means of transport.The number of miles walked, cycled and travelled by local bus all decreased.Of these, the number of miles travelled by local bus decreased the most, from 429 miles in 1985 to 274 miles in

37、 2000.The number of miles travelled by car, long distance bus, train and taxi all increased.The number of miles driven by car was 3,199 in 1985 and rose by 50% to 4,806 in 2000. The number of miles travelled by long distance bus more than doubled from 54 miles (1985)to 124 miles (2000). The number o

38、f miles driven by taxi trebled from 13 miles (1985) to 42 miles (2000). The use of other, unspecified, forms of transport also increased.Overall, the number of miles travelled by the average English person rose from 4,740 miles in 1985 to 6,475 miles in 2000, with the increase of cars accounting for

39、 almost all of that increase. (173 words)作文4Directions: For this part, you are allowed 30 minutes to write a composition of no less than 100 words on Income Sources between Chinese and American Students. Study the following table carefully and your composition must be based on the in formation given

40、 in the table. Write three paragraphs to:1. Describe the differences of the income sources between Chinese and American students.2. Analyze possible reasons for these differences.3. Predicate future tendency.Source of income Percentage of Total IncomeParentsPart-time job Fellowship or ScholarshipAme

41、rican students 50%35%15%Chinese students 90%5%5%范文：Income Sources Between Chinese Students and American StudentsIncome sources of Chinese students are quite different from those of American students. In China, students get 90% of their money from their parents while in America, only 50% of students' money is provided by parents. In addition, Chinese students earn only