3.7. Maps & Diagrams

Most Task 1 questions give you a chart or graph with numbers. But roughly 14% of the time, you will get something different: a diagram showing how a machine works, a process showing how something is made or how a natural phenomenon occurs, or a pair of maps showing how a location has changed over time.

These questions require a completely different set of language skills. There are no numbers to compare, no trends to describe, and no proportions to calculate. Instead, you need to explain how things work, why components exist, what causes what, and what has changed. This lesson gives you the language to do all of that.

Section 1: What These Questions Look Like

There are three main types, and you need to recognise each one instantly.

Type	What It Shows	Example Topics
Diagram	How a device, machine, or system works	A hydraulic lift, a GPS system, a water treatment plant, a hydroelectric dam
Process	The stages of a natural or man-made process	How stalactites form, how chocolate is made, how bricks are manufactured, the life cycle of a salmon
Map	How a location has changed over time, or two proposed plans for a site	A town before and after development, two proposed layouts for a university campus

How They Differ from Charts and Graphs

Feature	Charts & Graphs	Diagrams, Processes & Maps
Data	Numbers, percentages, quantities	Labels, arrows, stages, locations
Language focus	Trend vocabulary (rose, fell, fluctuated)	Process vocabulary (is pumped, is transferred, flows into)
Tense	Depends on time period in the data	Present simple (for processes/diagrams), past simple (for maps showing past changes)
Key grammar	Comparatives, superlatives, approximation	Passive voice, sequencing, purpose clauses, relative clauses

Tip: When you first see the visual in the exam, ask yourself: "Am I looking at numbers or at stages/components/locations?" If the answer is stages, components, or locations, you are dealing with one of the question types covered in this lesson.

Section 2: How to Read a Diagram or Process

Before you write anything, spend 1-2 minutes studying the visual carefully. Here is what to look for, in order.

1. Identify the Main Parts or Components

Every diagram or process has named parts. A hydraulic lift has a piston, a cylinder, hydraulic fluid, a pump, and a valve. A water treatment plant has an intake, a settling tank, a filter, and a chlorination unit. List the key parts in your mind before you start writing.

2. Understand the Relationships Between Parts

How do the parts connect? Does fluid flow from one container to another? Does a signal travel from a satellite to a receiver? Does one component push, pull, heat, or filter something in another component? The arrows in the diagram tell you this.

3. Follow the Order of Stages

If the visual shows a process, there is almost always a clear sequence: a starting point, a series of steps, and an end point. Some processes are linear (start to finish, no repetition). Others are cyclical (the end feeds back into the beginning). Identify which type you are dealing with.

Process Type	How to Recognise It	Example
Linear	Clear starting point and end point; no loop	How chocolate is made (from cocoa bean to finished bar)
Cyclical	The final stage connects back to the first	The water cycle (evaporation, condensation, precipitation, collection, evaporation again)

4. Look for Any Key or Legend

Some diagrams include a key explaining symbols, colours, or abbreviations. Do not overlook it. Misunderstanding a symbol can derail your entire description.

Tip: Count the stages. Knowing there are, say, eight stages helps you plan your paragraphs. You might describe stages 1-4 in one paragraph and stages 5-8 in another.

Section 3: Expressing Purpose

When you describe a diagram or process, you frequently need to explain why a component exists or why a particular stage happens. Purpose language answers the question: "What is this for?"

The Four Core Structures

Structure	Form	Example
to + infinitive	to + verb	"The passenger presses the button to raise the lift."
so that + full clause	so that + subject + verb	"An electric signal is sent so that the pump is switched off."
in order to + infinitive	in order to + verb	"A signal is sent to a valve in order to shut off the flow."
so as to + infinitive	so as to + verb	"Fluid moves into the housing so as to force the piston up."

When to use which:

to + infinitive is the simplest and most common. Use it as your default.

so that is the only structure that takes a full clause (subject + verb). Use it when you need to specify who or what is affected: "A filter is installed so that impurities are removed before the water enters the main tank."

in order to and so as to are slightly more formal. They are useful for variety, especially at the start of a sentence: "In order to prevent contamination, chlorine is added at the final stage."

Practice Exercise 1: Choosing the Correct Purpose Expression

For each sentence, select the purpose expression that correctly completes the gap.

a) A pump forces fluid into the cylinder _______ the piston upward.

so that move
to move

b) The water is heated to 100 degrees _______ all bacteria are killed.

so that
so as to

c) Chlorine is added at the final stage _______ ensure the water is safe for drinking.

so that
in order to

d) The raw materials are ground into a fine powder _______ make them easier to process.

so that
so as to

e) A valve is opened _______ the pressure in the cylinder is released.

so that
to releasing

f) The mixture is left to cool for 24 hours _______ allow the crystals to form.

so that allow
to

<details> <summary>Answers</summary>

Sentence	Answer	Explanation
a	to move	"to + infinitive" fits here. "so that move" is wrong because "so that" requires a full clause (subject + verb).
b	so that	Followed by a full clause: "all bacteria are killed."
c	in order to	Followed by the infinitive "ensure."
d	so as to	Followed by the infinitive "make."
e	so that	Followed by a full clause: "the pressure in the cylinder is released."
f	to	"to + infinitive" — "to allow." "so that allow" is wrong because "so that" needs a subject before the verb.

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Section 4: Cause and Result in Processes

Many processes involve one thing causing another. Water evaporates because of heat. Pressure builds up, resulting in movement. A chemical reaction causes a colour change. You need a range of expressions to describe these relationships.

Key Cause-and-Result Expressions

Expression	Pattern	Example
because	clause + because + clause	The piston rises because fluid is pumped into the cylinder.
due to	result + due to + noun phrase	The upward movement is due to hydraulic pressure.
as a result	cause. As a result, + result	Fluid enters the cylinder. As a result, the piston rises.
results in	cause + results in + noun phrase	The increase in pressure results in the piston being forced upward.
causes	cause + causes + noun phrase	Heat from the sun causes evaporation.
gives rise to	cause + gives rise to + noun phrase	Continued dripping gives rise to the formation of stalactites.
consequently	cause. Consequently, + result	The water reaches boiling point. Consequently, it turns to steam.
on account of	result + on account of + noun phrase	Stalactites grow slowly on account of the gradual accumulation of calcium carbonate.

Worked Example: How Stalactites Form on the Roof of a Cave

Complete the description below by filling each gap with an appropriate cause-and-result expression. More than one answer may be acceptable for each gap.

Stalactites form on the roof of caves [1] a process that takes thousands of years. When rain falls on the ground above the cave, it seeps through the soil and dissolves calcium carbonate from the limestone rock. This [2] the water becoming rich in dissolved minerals.

The mineral-rich water slowly drips through cracks in the cave ceiling. As each drop hangs from the roof, some of the water evaporates, and [3], a thin ring of calcium carbonate is deposited. Over many years, ring after ring accumulates. This gradual build-up [4] the formation of a thin, hollow tube known as a "straw stalactite."

[5] blockages inside the straw, water is sometimes forced to flow down the outside surface. This [6] additional mineral being deposited on the outer wall, and the stalactite gradually thickens into a solid cone shape.

Meanwhile, drops that fall from the ceiling to the cave floor also deposit calcium carbonate. [7], a mound builds upward from the floor, forming a stalagmite.

<details> <summary>Answers</summary>

Gap	Acceptable answers	Explanation
1	as a result of / due to / through	Introduces the overall process as a cause of stalactite formation.
2	results in / causes / leads to	The cause (dissolving calcium carbonate) is stated first, then the result (mineral-rich water).
3	as a result / consequently	Links the cause (evaporation) to the result (mineral deposit). Placed between two clauses.
4	results in / gives rise to / leads to / causes	The cause (gradual build-up) is stated first, then the result (straw stalactite formation).
5	Due to / On account of / Because of	The result (water forced outside) is stated first; the cause (blockages) follows the expression.
6	results in / causes / leads to	The cause (water flowing outside) is stated first, then the result (additional mineral deposit).
7	As a result / Consequently / Over time	Links the cause (drops falling to the floor) to the result (stalagmite forming).

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Section 5: Relative Clauses for Adding Information

When describing diagrams and processes, you often need to add extra information about a component or a stage. Relative clauses let you do this smoothly, combining two ideas into one sentence instead of writing two short, choppy sentences.

Non-Defining Relative Clauses (Extra Information)

These add information that is useful but not essential to identify the thing being described. They are set off by commas.

"The lift carriage, which is attached to the top of the piston, is also forced up."

The relative clause tells us something extra about the carriage. If you removed it, you would still know which carriage the sentence is about.

Defining Relative Clauses (Essential Information)

These add information that is essential to identify which thing is being described. They have no commas.

"Only the straws that get blocked will eventually become stalactites."

Here, the relative clause tells us which straws become stalactites. Without it, the sentence would mean something different — it would imply all straws become stalactites.

Key Rules

Rule	Correct	Incorrect
Non-defining clauses use which (for things) or who (for people), never that	The filter, which removes impurities, is cleaned weekly.	~~The filter, that removes impurities, is cleaned weekly.~~
Non-defining clauses are enclosed in commas	The piston, which is cylindrical, moves up and down.	~~The piston which is cylindrical moves up and down.~~
Defining clauses can use which, that, or who	The valve that controls the flow is located at the base.	(Also correct: The valve which controls the flow...)
Defining clauses have no commas	The stage where the water is filtered is critical.	~~The stage, where the water is filtered, is critical.~~

Practice Exercise 2: Combine Sentences Using Relative Clauses

Combine each pair of sentences into one sentence using an appropriate relative clause. Decide whether it should be defining or non-defining.

a) There is a large container. It is made of steel. It catches the rain water.

b) Chlorine is added to the tank. It kills any dangerous bacteria.

c) The water passes through a filter. The filter removes particles larger than 0.5mm.

d) The GPS receiver calculates its position. It does this by measuring the time delay of signals from satellites.

e) The pump is powered by an electric motor. It forces fluid into the cylinder.

f) Only the water drops contain enough calcium carbonate. These drops form stalactites.

<details> <summary>Answers</summary>

a) A container, which is made of steel, catches the rain water. (Non-defining — the steel material is extra information, not needed to identify which container.)

b) Chlorine, which kills any dangerous bacteria, is added to the tank. (Non-defining — the bacteria-killing function is extra information about chlorine.)

c) The water passes through a filter that/which removes particles larger than 0.5mm. (Defining — the clause tells us which filter, distinguishing it from other possible filters.)

d) The GPS receiver, which calculates its position by measuring the time delay of signals from satellites, is held by the user. OR The GPS receiver calculates its position by measuring the time delay of signals, which are transmitted from satellites. (Non-defining — extra information about how the receiver works.)

e) The pump, which is powered by an electric motor, forces fluid into the cylinder. (Non-defining — the power source is extra information.)

f) Only the water drops that contain enough calcium carbonate form stalactites. (Defining — the clause identifies which specific drops form stalactites. Note: you cannot use "which" with a comma here because the information is essential.)

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Section 6: Passive Voice for Processes

The passive voice is the single most important grammatical tool for describing processes and diagrams. It makes your writing formal and academic, and it keeps the focus on the process itself rather than on the people performing the actions.

Why Use the Passive?

In most processes, we either do not know who performs the action, or it does not matter. We care about what happens to the materials, not about the worker who does it.

Active (less appropriate for Task 1)	Passive (use this)
A worker collects the raw materials.	The raw materials are collected.
Someone fits solar panels to the roof.	Solar panels are fitted to the roof.
They heat the mixture to 200 degrees.	The mixture is heated to 200 degrees.
People transport the goods by lorry.	The goods are transported by lorry.
A machine crushes the rocks into gravel.	The rocks are crushed into gravel.

How to Form the Passive

Tense	Active	Passive
Present simple	They collect the materials.	The materials are collected.
Past simple	They collected the materials.	The materials were collected.
Present perfect	They have collected the materials.	The materials have been collected.
Modal (can/must)	They can collect the materials.	The materials can be collected.

Tip: For diagrams and processes that describe how something generally works, use the present simple passive ("is collected," "is heated," "are transported"). For maps showing changes that have already happened, use the past simple passive ("was built," "were demolished," "was converted").

Practice Exercise 3: Rewrite as Passive

Rewrite each active sentence as a passive sentence. Omit the agent (the doer) unless keeping it adds important information.

a) Workers pick the cocoa beans by hand.

b) A machine grinds the dried beans into a fine powder.

c) They transport the finished product to warehouses by truck.

d) An engineer monitors the pressure levels throughout the process.

e) The sun heats the water in the surface layer of the ocean.

<details> <summary>Answers</summary>

a) The cocoa beans are picked by hand. (The agent "workers" is omitted because it adds nothing. "By hand" is kept because it describes the method.)

b) The dried beans are ground into a fine powder. (The agent "a machine" is omitted. Note the irregular past participle: grind - ground - ground.)

c) The finished product is transported to warehouses by truck. (The agent "they" is omitted. "By truck" describes the method and is kept.)

d) The pressure levels are monitored throughout the process. (The agent "an engineer" could be kept — "are monitored by an engineer" — but is not essential.)

e) The water in the surface layer of the ocean is heated by the sun. (Here, keeping the agent "by the sun" is important because it identifies the heat source.)

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Section 7: Sequencing Language for Processes

Every process has an order. Your reader needs to follow that order clearly, so you need sequencing expressions to signal where you are in the process.

Sequencing Expressions by Position

Beginning of the process	Middle of the process	End of the process
First, ...	Next, ...	Finally, ...
Initially, ...	Then, ...	Lastly, ...
At the first stage, ...	After that, ...	In the final stage, ...
The process begins when ...	Subsequently, ...	The process ends when ...
	At this point, ...
	Following this, ...

Linking Stages with Time Clauses

In addition to simple sequencing words, you can link stages together using time clauses. These create more sophisticated sentences and show a higher level of grammatical range.

Expression	Example
Once X has happened, ...	Once the water has been filtered, it is pumped to a storage tank.
As soon as ...	As soon as the valve opens, fluid rushes into the cylinder.
When ...	When the mixture reaches 100 degrees, it begins to evaporate.
After + noun/-ing	After cooling, the material is cut into blocks.
Before + noun/-ing	Before packaging, the product is inspected for defects.
During + noun	During the filtering stage, impurities are removed.

Tip: Do not start every sentence with "First... Second... Third..." This becomes monotonous. Mix sequencing words with time clauses to create variety.

Monotonous: "First, the beans are picked. Second, they are dried. Third, they are ground."

Better: "First, the beans are picked by hand. Once they have been dried in the sun for several days, they are ground into a fine powder."

Section 8: Worked Example — How a Hydraulic Lift Works

Below is a model description of how a hydraulic lift works. Notice how it uses passive voice, sequencing language, purpose clauses, and relative clauses throughout.

The "Up" Process

The diagram illustrates how a simple hydraulic lift operates. The system consists of several key components: a control panel, an electric pump, a reservoir of hydraulic fluid, a cylinder, a piston, and a lift carriage, which is mounted on top of the piston.

The process of raising the lift begins when the passenger presses the "Up" button on the control panel. This sends an electrical signal to the pump in order to activate it. Once the pump is switched on, it draws hydraulic fluid from the reservoir and forces it through a one-way valve into the base of the cylinder. As fluid enters the cylinder, the pressure below the piston increases. As a result, the piston is pushed upward. The lift carriage, which is attached to the top of the piston, is also forced up. The one-way valve prevents fluid from flowing back toward the pump, so that the piston remains at the desired height once the pump stops.

The "Down" Process

When the passenger wishes to descend, they press the "Down" button. This sends a signal to the release valve, which is located at the base of the cylinder, in order to open it. Once the release valve opens, the weight of the carriage and piston pushes the hydraulic fluid out of the cylinder. The fluid flows through a return pipe back to the reservoir. Consequently, the piston descends and the carriage is lowered. As soon as the carriage reaches the desired floor, the release valve is closed so that the piston stops moving.

What makes this description effective:

Passive voice keeps the focus on the process: "fluid is forced," "the piston is pushed," "the valve is closed."

Purpose clauses explain why things happen: "in order to activate it," "so that the piston remains at the desired height."

Relative clauses add detail without cluttering: "which is mounted on top of the piston," "which is located at the base of the cylinder."

Sequencing and time clauses guide the reader through the steps: "begins when," "once the pump is switched on," "as soon as."

Section 9: Worked Example — How a GPS System Works

Below is a model description of how a GPS system operates. Notice how the description is organised by segment, with clear transitions between sections.

The diagram illustrates how the Global Positioning System (GPS) functions. The system comprises three interconnected segments: the space segment, the control segment, and the user segment.

Space Segment

The space segment consists of a network of at least 24 satellites, which orbit the Earth at an altitude of approximately 20,200 kilometres. The satellites are distributed across six orbital planes so that a minimum of four satellites are visible from any point on the planet at any time. Each satellite continuously transmits radio signals that contain its precise position and the exact time of transmission.

Control Segment

The signals transmitted by the satellites are monitored by a series of ground-based stations, which are located at various points around the world. These monitoring stations track the satellites and measure the accuracy of their signals. When discrepancies are detected, correction data is calculated and transmitted back to the satellites in order to maintain the system's precision.

User Segment

At the user level, a GPS receiver — which may be built into a smartphone, a car navigation system, or a handheld device — picks up signals from at least four satellites simultaneously. The receiver measures the time it takes for each signal to travel from the satellite to the device. Because radio signals travel at a known, constant speed, this time delay is used to calculate the distance between the receiver and each satellite. Once the distances to four or more satellites have been determined, the receiver uses a mathematical process called trilateration to establish the user's exact latitude, longitude, and altitude.

Structural note: Unlike a linear process (where you describe stages in sequence), this description is organised by component. Each segment is described in a separate paragraph. This is the right approach for any diagram that shows parts of a system rather than steps in a process.

Section 10: Tips for Maps

Map questions are different from diagrams and processes. Instead of explaining how something works, you are comparing two versions of a place — usually the same location at two different points in time, or two proposed plans for a site.

What to Look For

When you first see a pair of maps, scan for four things:

Look for	Why it matters
What has been added	New buildings, roads, facilities that did not exist before
What has been removed	Buildings, features, or green spaces that have disappeared
What has been changed or converted	Existing features that now serve a different purpose
What has stayed the same	Features that remain unchanged — these are worth mentioning too

Tip: Many students focus only on what has changed. The examiner also wants to see that you noticed what remained the same. A sentence like "The church in the centre of the village remained unchanged throughout the period" shows good observation and earns marks for Task Achievement.

Language for Describing Map Changes

Function	Useful Expressions
Something new was built	was built / was constructed / was established / was developed / was opened
Something was removed	was demolished / was knocked down / was removed / was cleared / disappeared
Something was replaced	was replaced by / was replaced with / gave way to
Something was converted	was converted into / was transformed into / was turned into / was redeveloped as
Something expanded	was expanded / was extended / was enlarged / grew in size
Something stayed the same	remained unchanged / was retained / was preserved / was left untouched / continued to exist
General development	underwent significant development / was redeveloped / saw considerable change / experienced major transformation

Tense for Maps

Scenario	Tense	Example
Maps show 1990 and 2020 (past dates)	Past simple passive	"A shopping centre was built on the site of the old factory."
Maps show now and a future plan	Present simple + future/modal	"The park currently occupies the eastern side. Under the proposed plan, it would be replaced by a car park."
Maps show two proposed plans (neither built yet)	Modal passive (would, could)	"Under Plan A, a library would be constructed in the centre."

Structure for Map Descriptions

A simple and effective structure:

Introduction: Paraphrase the question — what do the maps show?
Overview: Summarise the most significant changes in 1-2 sentences.
Body paragraph 1: Describe changes in one area of the map (e.g., the northern half).
Body paragraph 2: Describe changes in the other area (e.g., the southern half).

Alternatively, you can organise by theme: one paragraph for what was added, another for what was removed or changed.

Practice Exercises

Exercise 4: Sequencing a Process

The sentences below describe how chocolate is made, but they are in the wrong order. Number them 1-8, then rewrite the process as a paragraph using appropriate sequencing language and passive voice.

The roasted beans are cracked open, and the outer shells are removed to reveal the nibs inside.
The liquid chocolate is poured into moulds and left to cool and solidify.
Ripe cocoa pods are harvested from the trees by hand.
The nibs are ground into a thick paste called chocolate liquor.
The beans are spread out on large trays and left to dry in the sun for several days.
Sugar, milk, and cocoa butter are added to the liquor, and the mixture is blended until smooth.
The pods are split open, and the cocoa beans are removed and placed in wooden containers to ferment for up to seven days.
The dried beans are roasted at temperatures between 120 and 150 degrees Celsius to develop their flavour.

<details> <summary>Answers</summary>

Correct order: 3 (harvest) - 7 (ferment) - 5 (dry) - 8 (roast) - 1 (crack/shell) - 4 (grind) - 6 (blend) - 2 (mould/cool)

Model paragraph:

The process of making chocolate begins when ripe cocoa pods are harvested from the trees by hand. The pods are then split open, and the cocoa beans are removed and placed in wooden containers, where they are left to ferment for up to seven days. Following this, the beans are spread out on large trays and dried in the sun for several days. Once they have dried, the beans are roasted at temperatures between 120 and 150 degrees Celsius in order to develop their flavour.

After roasting, the beans are cracked open, and the outer shells are removed to reveal the nibs inside. The nibs are subsequently ground into a thick paste called chocolate liquor. At this stage, sugar, milk, and cocoa butter are added to the liquor, and the mixture is blended until smooth. Finally, the liquid chocolate is poured into moulds and left to cool and solidify.

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Exercise 5: Active to Passive in Context

Rewrite the following paragraph so that every sentence uses the passive voice. Keep the meaning the same.

A technician inspects the water sample at the intake point. Then a worker adds chemicals to the water to remove impurities. Machines pump the treated water through a series of sand filters. After that, an operator checks the chlorine levels. Finally, they distribute the clean water to homes through underground pipes.

<details> <summary>Answers</summary>

The water sample is inspected at the intake point. Then chemicals are added to the water to remove impurities. The treated water is pumped through a series of sand filters. After that, the chlorine levels are checked. Finally, the clean water is distributed to homes through underground pipes.

Notice how removing the agents (technician, worker, machines, operator, they) makes the description more concise and keeps the focus on the process rather than the people.

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Exercise 6: Map Description Practice

Study the following information about two maps of the town of Bridgeford, one from 1980 and one from 2020.

Bridgeford in 1980: A small river runs east to west through the centre of town. North of the river: a row of houses along the main road, a church, open farmland. South of the river: a small school, a village shop, and woodland extending to the southern boundary. A narrow stone bridge crosses the river in the centre.

Bridgeford in 2020: The river still runs east to west. North of the river: the row of houses has been extended, a supermarket has been built on the former farmland, and a car park has been added next to the supermarket. The church remains. South of the river: the school has been enlarged and a new sports centre has been built next to it. The village shop has been replaced by a row of retail units. Half of the woodland has been cleared and replaced with a housing estate. The old stone bridge has been replaced by a modern road bridge.

Write a short report (150-180 words) describing the changes. Use passive voice, map-change vocabulary, and mention at least one thing that stayed the same.

<details> <summary>Model answer</summary>

The two maps illustrate how the town of Bridgeford changed between 1980 and 2020.

Overall, the town underwent significant development over the 40-year period, with new commercial and residential facilities being constructed on both sides of the river. However, certain features, such as the church and the river itself, remained unchanged.

North of the river, the original row of houses was extended further along the main road. The open farmland was replaced by a supermarket, and a car park was constructed alongside it. The church was preserved in its original location.

South of the river, the school was enlarged, and a new sports centre was built adjacent to it. The village shop was demolished and replaced with a row of retail units. Approximately half of the woodland that had occupied the southern part of the town was cleared, and a housing estate was developed in its place. The remaining woodland was left untouched. Finally, the original narrow stone bridge was replaced by a modern road bridge.

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Key Takeaways

Diagrams, processes, and maps account for about 14% of Task 1 questions. They require different language skills from charts and graphs — no trend vocabulary, but heavy use of passive voice, sequencing, purpose clauses, and relative clauses.
Read the visual carefully before writing. Identify the main components, understand how they relate to each other, and count the stages if it is a process.
Purpose language (to, so that, in order to, so as to) explains why components exist or why stages happen.
Cause-and-result expressions (because, due to, results in, causes, as a result, consequently) explain how one stage leads to another.
Relative clauses let you add detail smoothly. Remember: non-defining clauses use commas and cannot use "that"; defining clauses have no commas and can use "that," "which," or "who."
Passive voice is essential for processes. Focus on what happens to the materials, not on who does the work.
Sequencing language guides the reader through a process. Mix simple markers (first, then, finally) with time clauses (once, as soon as, when) for variety.
For maps, describe what was added, removed, changed, and what stayed the same. Use past simple passive for completed changes and modals for proposed plans.
Organise by logic: processes are described in sequence (stage by stage); systems are described by component (segment by segment); maps are described by area (north/south, east/west) or by theme (additions/removals).

3.6. Accuracy, Approximation & Prepositions

3.8. Grammatical Range for Task 1