convergence Annäherung, Zusammenlaufen inclusion Einbeziehung, Aufnahme, Inklusion The inclusion of developing economies into global trade is one of our objectives. occupation Beschäftigung, Anstellung evidence Beweis There is mounting evidence of the damaging effect of income inequality on development goals. to facilitate erleichtern to subsidise subventionieren deployment Verwendung accessibility Erreichbarkeit Equal accessibility of resources is of utmost importance. tertiary education tertiäre Bildung, universitäre Bildung Other words ethnicity Volkszugehörigkeit, Ethnizität not set in stone nicht in Stein gemeißelt to emerge auftauchen, hervorkommen, in Erscheinung treten, an den Tag kommen livelihood Lebensunterhalt, Existenzgrundlage ratio Verhältnis transition Übergang to envision sich vorstellen; vorhaben spatial räumlich catalyst Katalysator, Auslöser, Anstoß remittance Überweisung (Geld) to tackle in Angriff nehmen, bewältigen The world needs to tackle inequality. Methods & strategies: Making graphs and statistics understandable Describing graphs, diagrams, and other types of visual data representation is another great way to demonstrate your language skills. However, you should pay attention to a few key aspects. ■■ Most importantly, make sure you fully understand the graph/diagram, its labels, its message and intent. Study the title and labels of the x (horizontal) and y (vertical) axes carefully until you are clear about what the graph shows. Then use an introductory sentence (typically beginning with the words “This graph shows”) to give this information to your audience. ■■ When describing a line graph or other visualisation of change over time, mention the general trend first (e.g. “As you can see, for most age groups there is a slight upward trend between 1993 and 2020 in the number of …”). ■■ Try to understand the significance of the data you see and talk about it as soon as possible. In other words, don’t just talk about what the graph shows but why this is important. For example, if you discuss the graph that shows the global distribution of wealth (1 8.7), do not just say, “The left column shows how many percent of the global population fall into the categories of millionaires, middle class, poor, and very poor; and the right column shows how many percent of global wealth they own, respectively.” This is not very expressive. Instead, you could say, “It’s quite remarkable that one percent of the global population owns almost half of the earth’s wealth; and, conversely, the poorest 55 percent of the world’s people – more than four billion people – own no more than one percent of global wealth between them.” This way, your presentation will seem much more concrete and focused. ■■ Use fractions rather than percentage numbers. They are more tangible and easier to grasp. Instead of saying, “32 percent,” it is better to say, “almost a third”. Instead of saying, “13 percent of all respondents”, say, “about an eighth of all respondents”. You can also mention both, of course (e.g. “about an eighth of all respondents, or 13 percent, to be precise”). ■■ Round your figures up or down to the nearest whole number or even to the nearest 10 (“approximately 40 percent” instead of “38.9 percent”). Disregard decimal places – do not mention them. ■■ Learn the following words and phrases to describe graphs and statistics (1 8.3), and use them in your presentations. How-to [A] [B] [E] [H] 8.2 Video: Graphs & statistics PLEASE NOTE The verbs “present” and “explain” are always followed either by the thing you are presenting or explaining, or by the word “to”. So, you can say, “First, I’d like to present our key findings”; or, “I’d like to present to you some of our key findings”. You cannot say, “*I’d like to present you our key findings”. That is ungrammatical (or, to use a simpler word, wrong). 74 Key aspects Strategies Sample task 8 Global inequality Nur zu Prüfzwecken – Eigentum d s Verlags öbv
RkJQdWJsaXNoZXIy ODE3MDE=