【IELTS-Reading & Writing-15】IELTS-Simon-Writing-Task1-Academic-part-6 Comparing Two different charts (IELTS-Simon-Writing-Task1-Academic-part-6 比較兩張不同的圖表)

【 閱讀 Reading  】 結構: 3篇文章，40題，60分鐘。 學術組：學術文章；培訓組：廣告、指南等。 題型：選擇、配對、填空、判斷（T/F/NG）、標題配對。 高分技巧: 快速掃讀（skimming）找主旨。 精讀（scanning）定位答案。 管理時間，每篇20分鐘。 注意同義詞與改述。 先易後難，跳過卡題。 Structure : 3 passages, 40 questions, 60 minutes. Academic: Scholarly articles; General Training: Ads, guides. Question types: Multiple choice, matching, fill-in-the-blank, T/F/NG, heading matching. High-Score Tips : Skim for main ideas. Scan for specific answers. Manage time: 20 minutes per passage. Note synonyms and paraphrasing. Skip tough questions, tackle easier ones first.
【寫作 (Writing)】 結構: 2任務，60分鐘。 Task 1（20分鐘，150字）：圖表/流程描述（學術組）或書信（培訓組）。 Task 2（40分鐘，250字）：議論文/問題解決。 高分技巧: Task 1：清晰描述趨勢/比較數據；書信注意語氣。 Task 2：明確論點，結構清晰（引言、主體、結論）。 使用多樣句型與高級詞彙。 留5分鐘檢查語法與拼寫。 練習常見題型（如原因、解決方案）。 Structure : 2 tasks, 60 minutes. Task 1 (20 minutes, 150 words): Charts/process (Academic) or letter (General Training). Task 2 (40 minutes, 250 words): Essay (argument/problem-solution). High-Score Tips : Task 1: Clearly describe trends/compare data; use appropriate tone for letters. Task 2: Clear thesis, structured (intro, body, conclusion). Use varied sentence structures and advanced vocabulary. Reserve 5 minutes to check grammar/spelling. Practice common topics (causes, solutions). Assessment of your ability to understand and interpret written English in academic and general contexts. Our IELTS reading sample questions will help you understand the types of questions asked in the IELTS Academic Reading module. Exercises have a given time limit every time you practice. Topic: Antarctica’s Hidden History Reading > Academic > P8 > Antarctica’s Hidden History IELTS Reading Practice Lessons (Academic)
Types of Reading Questions:
Paragraph Headings Strategies to answer the questions Quickly read through the paragraph headings so you can see what they say. Then look at the first paragraph. Often, only the topic sentence needs to be read carefully because the main idea and answer are there - you may be able to just skim the rest. Sometimes, however, the answer is not in the topic sentence, and the whole paragraph needs to be read more carefully. If a match is not immediately obvious, move on to the next one. If you are unsure between two answers at first, put them both in. You may be able to eliminate one answer later if it fits another paragraph better. If at the end you are still stuck between two answers for a question, pick the one that fits best. Things to beware of There are always more choices of paragraph headings on the list than paragraphs, so be careful when matching them. Watch out for synonyms - often words in the paragraphs and paragraph headings will not be the same; they will be synonyms. Having a noun from a heading that is in the paragraph does not guarantee they match - you still need to read it carefully to check. Exercise Yoruba Town Types of Settlements The Yoruba people of Nigeria classify their towns in two ways. Permanent towns with their own governments are called “ilu”, whereas temporary settlements, set up to support work in the country, are “aba”. Although ilu tend to be larger than aba, the distinction is not one of size; some aba are large, while declining ilu can be small, but of purpose. There is no “typical” Yoruba town, but some features are common to most towns. - Town facilities - Colonisation - Urban divisions - Architectural home styles - Historical foundations - Domestic arrangements - City defences - The residences of the rulers - Government buildings B.  In the 19th century, most towns were heavily fortifie,d and the foundations of these walls are sometimes visible. Collecting tolls to enter and exit through the walls was a major source of revenue for the old town rulers, as were market fees. The markets were generally located centrally and in small towns, while in large towns, there were permanent stands made of corrugated iron or concrete. The market was usually next to the local ruler’s palace. - Town facilities - Colonisation - Urban divisions - Architectural home styles - Historical foundations - Domestic arrangements - City defences - The residences of the rulers - Government buildings C.  The palaces were often very large. In the 1930s, the area of Oyo’s palace covered 17 acres and consisted of a series of courtyards surrounded by private and public rooms. After colonisation, many of the palaces were completely or partially demolished. Often, the rulers built two-storey houses for themselves using some of the palace grounds for government buildings. - Town facilities - Colonisation - Urban divisions - Architectural home styles - Historical foundations - Domestic arrangements - City defences - The residences of the rulers - Government buildings D.  The town is divided into different sections. In some towns, these are regular, extending out from the centre of the town like spokes on a wheel, while in others, where space is limited, they are more random. The different areas are further divided into compounds called “ile”. These vary in size considerably from single dwellings to up to thirty houses. They tend to be larger in the North. Large areas are devoted to government administrative buildings. Newer developments, such as industrial or commercial areas or apartment housing for civil servants, tend to be built on the edge of the town. - Town facilities - Colonisation - Urban divisions - Architectural home styles - Historical foundations - Domestic arrangements - City defences - The residences of the rulers - Government buildings E.  Houses are rectangular and either have a courtyard in the center or the rooms come off a central corridor. Most social life occurs in the courtyard. They are usually built of hardened mud and have roofs of corrugated iron or, in the countryside, thatch. Buildings of this material are easy to alter, either by knocking down rooms or adding new ones. And can be improved by coating the walls with cement. Richer people often build their houses of concrete blocks and, if they can afford to, build two storey houses. Within compounds there can be quite a mixture of building types. Younger well-educated people may have well furnished houses while their older relatives live in mud-walled buildings and sleep on mats on the floor. - Town facilities - Colonisation - Urban divisions - Architectural home styles - Historical foundations - Domestic arrangements - City defences - The residences of the rulers - Government buildings F.  The builder or the most senior man gets a room either near the entrance or, in a two storied house, next to the balcony. He usually has more than one room. Junior men get a room each and there are separate rooms for teenage boys and girls to sleep in. Younger children sleep with their mothers. Any empty room are used as storage, let out or, if they face the street, used as shops. - Town facilities - Colonisation - Urban divisions - Architectural home styles - Historical foundations - Domestic arrangements - City defences - The residences of the rulers - Government buildings G.  Amenities vary. In some towns most of the population uses communal water taps and only the rich have piped water, in others piped water is more normal. Some areas have toilets, but bucket toilets are common with waste being collected by a “night soil man”. Access to water and electricity are key political issues. - Town facilities - Colonisation - Urban divisions - Architectural home styles - Historical foundations - Domestic arrangements - City defences - The residences of the rulers - Government buildings Multiple Choice & Scanning Strategies to answer the questions 1. Look through the questions first 2. Underline key words from the question 3. Then scan the text for those key words that you have underlined 4. The answer should be found close to that word 5. The answers will be found in the text in the same order as the questions Beware ! There will be synonyms used in the reading - the words in the IELTS multiple choice questions may not be the same as in the text Practice Exercise Identify the keyword in the question first of all. Then scan the text to find it. When you have done this, read the sentences around this keyword and see what information best matches the three choices you have. Qu 1: What is dry farming? Preserving nitrates and moisture. Ploughing the land again and again. Cultivating fallow land. Australian Agricultural Innovations:1850 – 1900 During this period, there was a widespread expansion of agriculture in Australia. The selection system was begun, whereby small sections of land were parcelled out by lot. Particularly in New South Wales, this led to conflicts between smallholders and the emerging squatter class, whose abuse of the system often allowed them to take vast tracts of fertile land. There were also many positive advances in farming technology as the farmers adapted agricultural methods to the harsh Australian conditions. One of the most important was “dry farming”. This was the discovery that repeated ploughing of fallow, unproductive land could preserve nitrates and moisture, allowing the land to eventually be cultivated. This, along with the extension of the railways, allowed the development of what are now great inland wheat lands. Practice Exercise: Answer To answer this question, highlight the word dry farming . You should then have been able to scan the two paragraphs to quickly find this word. Reading the information around it more carefully would the give you the answer: Cultivating  means to improve and prepare (land) by ploughing or fertilizing, for raising crops. So the answer was " the ploughing of fallow land...to eventually be cultivated. " Full Practice - IELTS Multiple Choice Australian Agricultural Innovations:1850 – 1900 During this period, there was a widespread expansion of agriculture in Australia. The selection system was begun, whereby small sections of land were parcelled out by lot. Particularly in New South Wales, this led to conflicts between smallholders and the emerging squatter class, whose abuse of the system often allowed them to take vast tracts of fertile land. There were also many positive advances in farming technology as the farmers adapted agricultural methods to the harsh Australian conditions. One of the most important was “dry farming”. This was the discovery that repeated ploughing of fallow, unproductive land could preserve nitrates and moisture, allowing the land to eventually be cultivated. This, along with the extension of the railways, allowed the development of what are now great inland wheat lands. The inland areas of Australia are less fertile than most other wheat-producing countries, and yields per acre are lower. This slowed their development, but also led to the development of several labour-saving devices. In 1843, John Ridley, a South Australian farmer, invented “the stripper”, a basic harvesting machine. By the 1860s, its use was widespread. H. V. McKay, then only nineteen, modified the machine so that it was a complete harvester: cutting, collecting and sorting. McKay developed this early innovation into a large harvester manufacturing industry centred near Melbourne and exporting worldwide. Robert Bowyer Smith invented the “stump jump plough”, which allowed a farmer to plough land which still had tree stumps on it. It did this by replacing the traditional plough shear with a set of wheels that could go over stumps, if necessary. The developments in farm machinery were supported by scientific research. During the late 19th century, South Australian wheat yields were going down. An agricultural scientist at the colony’s agricultural college, John Custance, found that this was due to a lack of phosphates and advised the use of soluble superphosphate fertiliser. The implementation of this scheme revitalised the industry. From early days, it had been obvious that English and European sheep breeds had to be adapted to Australian conditions, but only near the end of the century was the same applied to crops. Prior to this, English and South African strains had been used, with varying degrees of success. William Farrer, from Cambridge University, was the first to develop new wheat varieties that were better able to withstand dry Australian conditions. By 1914, Australia was no longer thought of as a land suitable only for sheep, but as a wheat-growing nation. 422 words Questions 1-5 1. What is dry farming? Preserving nitrates and moisture. Ploughing the land again and again. Cultivating fallow land. 2. What did H. V. McKay do? Export the stripper. Improve the stripper. Cut, collect and sort wheat. 3. What did the 'stump jump plough' innovation allow farmers to do? Cut through tree stumps. Change the wheels for a traditional plough. Allow farmers to cultivate land that hadn’t been fully cleared. 4. What did John Custance recommend? Improving wheat yields. Revitalising the industry. Fertilising the soil. 5. Why was William Farrer’s wheat better? It was drought-resistant. It wasn’t from England or South Africa. It was drier for Australian conditions. True, False, Not Given Tips Firstly, you will be presented with a list of facts. You then have to look at the text in order to decide if the facts are true, false, or not given. If the fact you are given is  clearly in the reading,  it is  True If the reading  says the opposite  of the fact you've been given it is  False If it is  not true or false , it is  Not Given Strategies to answer the questions The questions follow the order of the text. Read the question carefully  to make sure you fully understand what it is saying. Scan the text  to find where the answer is using  keywords  from the question When you find where the answer is, read the text   carefully  to identify if you think it is T, F or NG. The questions will probably use synonyms  rather than the words in the text. Look out for controlling words  such as “only”, “all’, “never”, etc. For example, if the fact in the question says 'some' and the fact in the text says 'all', then it is F. Do not spend a long time looking for the answer to one question; it is probably NG  if you cannot find it. Make sure you use the correct code; 'Yes', 'No', 'No Information' is sometimes used (these questions are slightly different and you look for opinions rather than facts). Example: Look at this statement, taken from the first sentence in the reading below: Chiles originate in South America and have been eaten for at least 9,500 years. Here are some example IELTS True False Not Given statements with answers: Chiles come from South America - T true People began eating Chiles in the last few centuries - F f alse South Americans were the first people to start eating Chiles - NG Not Given Number one  is clearly true . Notice the use of the synonym   'come from ' used instead of ' originates '. It is common to use different words. Two  is clearly  false  as it was 9,500 years ago, not a few 100 years ago. Three  is not in the text . Be careful about making assumptions, then thinking it is true. It is quite probable that South Americans began eating chilli first, as they originated there; however, you can't be sure of that, and the text does not tell you that. Exercise Chilies Chillies originate in South America and have been eaten for at least 9,500 years. Organised cultivation began around 5,400 BC. Christopher Columbus was the first European to encounter chillies when he landed on the island of Hispaniola in 1492. He thought it was a type of pepper and called it the “red pepper”, a name still used today. After their introduction to Europe, they were an immediate sensation and were quickly incorporated into the diet. From there they spread to Africa, India and East Asia. The reason for the chilli’s “hotness” lies in a chemical called Capsaicin. Capsaicin causes temporary irritation to the trigeminal cells, which are the pain receptors in the mouth, nose and throat. After the pain messages are transmitted to the brain, endorphins, natural pain killers, are released, and these not only kill the pain but give the chilli eater a short-lived natural high. Other side effects include: an increased heart rate, a runny nose and increased salivation and sweating, which can have a cooling effect in hot climates. The reason for the presence of Capsaisin is thought to be to deter animals from eating the fruit. Only mammals feel the burning effects; birds feel nothing. As birds are a better method of distributing the seeds, which pass intact through their guts, Capsaisin would seem to be a result of natural selection. The smaller chillies tend to be the hottest. This may reflect the fact that they tend to grow closer to the ground and are therefore more vulnerable to animals. The heat of a chilli is measured on the Scoville scale. The hottest types, such as the Habenero and the Scotch Bonnet, rate between 100,000 and 300,000, the world famous Tabasco sauceÒ rates at 15,000 to 30,000, about the same as the Thai prik khee nu, while the popular Jalapeno is between 5,000 and 15,000. Powdered chilli is 500 to 1,000, and the mild capsicins and paprikas can range between 100 and 0. 325 wds Questions 1-5 Do the following statements agree with the information in the text? Choose TRUE  if the statement agrees with the information given in the text, choose FALSE  if the statement contradicts the information, or choose NOT GIVEN  if there is no information on this. 1. Chillies became popular as soon as they were brought into Europe. True False Not Given 2. Capsaisin causes significant damage to the mouth. True False Not Given 3. Chillies can be part of a bird's diet. True False Not Given 4. All large chillies grow high off the ground. True False Not Given 5. People breed chillies for their heat. True False Not Given Matching Paragraph Headings Sentence Completion Multiple Choice / Skimming and Scanning Differences between 'False' and 'Not Given' Short Answer Questions and True/False/Not Given Summary Completion (selecting words from a list) Mastering 'Not Given' Questions Yes, No, Not Given (Identifying Writer's Opinion) Matching Features Reading Improvement Skills: Guessing meaning from context IELTS Reading Strategies Referencing in IELTS Reading Skimming and Scanning Techniques Paraphrasing Activity Links The IELTS Reading Test IELTS Reading Online Reading Practice Tests T he graph shows average annual expenditures on cell phone and residential phone services between 2001 and 2010. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. Example Answer T The line chart depicts a comparison on the average spending of the people of US on mobile phones and fixed line services between the years 2001 and 2010. Overall it is evident that, the annual spending for cellular services had increased sharply over the above-mentioned period, while the residential one had a declining trend. Further it can be inferred that, in 2001, the phone users spent a huge amount of $690 for residential phone services. On the contrary, on the mobile phone services they spent almost six-times less, that was 200$. However, the very next year in 2002, the mobile customer spending pattern slightly increased up to $300, whereas, the residential phone users? expenditure dropped to $650 in the same year. Also, it can be further noted, in the following years, the expenditure of cell phone users skyrocketed and residential phone users spending dropped down and reached the same rate of $550 in 2006. Then, the land phone users spending pattern plunged to $400 in 2010. However, the cell phone users spending hiked to almost two-fold than residential phone users, that was around $800 in the same period. The graph below shows average carbon dioxide (CO2) emissions per person in the United Kingdom, Sweden, Italy and Portugal between 1967 and 2007. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Example Answer T he line graph compares the average production of carbon dioxide (CO2) per person in four different European countries: the UK, Sweden, Italy and Portugal, over a 40-year period from 1967 to 2007. Overall, what stands out from the graph is that while the countries which had the highest level of C02 emission at the beginning of the period (the United Kingdom and Sweden) reduced their production, the other two (Portugal and Italy) gradually increased it over the studied period. Looking at the first two decades, both the United Kingdom and Sweden observed a decline with their CO2 emissions. The figure for the UK fell steadily from around 10.8 million to about 8.8 million metric tonnes, while Sweden witnessed a jump to approximately 10.3 million metric tonnes, and then plummeted to roughly 7 million in 1987. In contrast, a considerable growth was observed for both Italy and Portugal, which finished the period in question at approximately 6.8 and 3.2 million metric tonnes, respectively. Focusing on the period from 1987 to 2007, the United Kingdom figure for carbon dioxide emission kept creeping to reach about 8.8 million metric tonnes in 2007, however, the country remained the leader in the category. Moreover, the second country with the highest CO2 production in 2007 was Italy (around 7.8 million metric tonnes), while the Swedish and the Portuguese figures converged at the end of period, accounting for roughly 5.2 million metric tonnes. The pie chart shows the amount of money that a children's charity located in the USA spent and received in one year, 2016. Summarize the information by selecting and reporting the main features and make comparisons where relevant.
Revenue Sources and Expenditures of a USA Charity in one year, 2016. Example Answer The given pie charts illustrate the sources of annual revenue and expenses by a USA based children?s charitable organization. At the first glance it is evident that the children's charity had exactly six sources of funds and among them, the ultimate source was food donation whereas they spent their money in three sectors and program services cost them the highest percentage of money. Further insight to the pie charts reveals, this charity organization earned exactly $53, 561,580 in this year and used up $53,224,896 whereas their saving in this year was just over 330,000 dollars. The highest supply for the charity came as donated food which was more than 86% of the total earning. One-tenth of their trust was received from community contribution and the remaining 3% account was managed through program revenue, investment income, government grants and other income. On the contrary, they exhausted more than 95% of the fund for program services and 2.6% for fundraising, wherein just over 1.5% of their expenditure was made for management and general purposes. The pie graphs below show the result of a survey of children's activities. The first graph shows the cultural and leisure activities that boys participate in, whereas the second graph shows the activities in which the girls participate. Write a report describing the information shown in the two pie graphs. Example Answer The two pie charts display the result of a survey of different activities boys' and girls' preferred to indulge in. Overall it is apparent that, both sexes enjoy listening to music, but a dramatically more number of girls like reading, whereas boy`s preferred computer games. Turning to the first chart, it can be seen that basketball was opted as the second most popular leisure, practiced by almost a third of boys. Basketball was followed by soccer, which is exercised by 17%. Skateboarding and listening to music are less preferable activities compared to the former ones, chosen by barely 11% and 10% of boys. Reading, the least popular cultural activity among boys, chosen by only two percent. A closer look at the second chart reveals, that girls' most preferred activity was dancing, opted by 27%. In contrast to the boys' preferences, reading was chosen by more than a fifth of all girls. At the same time, percentage of females who played computer games was roughly twice less than that of boys which was 16%. Also, 11% of girls were interested in gymnastics. Listening to music came as the least popular leisure, with a proportion same for both sexes (10%). Accademic Reading Writing Task 1 Writing Task 2 https://ieltstutorials.online/sample-questions/cue-card https://www.ieltsbuddy.com/ielts-speaking-samples.html
50 Recent IELTS Speaking Topics for Parts 2 and 3 for IELTS 2025
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IELTS Speaking Band Descriptors  - Speaking Assessment Criteria What is the IELTS Speaking test?   Four Skills   33 interview questions for students (with sample answers)   Interviewers usually ask these questions for students to learn about their basic knowledge and abilities. They also ask these questions to get a better understanding of your interests, attitude, and personality. Some common general questions include: Can you tell us about yourself? How did you learn about our organization/ university? What are your strengths? What are your weaknesses, and how do you overcome them? Why did you choose your school? What motivates you? How do you believe you can contribute to our growth? Where do you see yourself in the next five years? Can you tell us why you think you're the best fit for this role? Do you have any questions for us?
Experience and Background The interviewer may ask questions about your background and experience to understand your responsibilities in previous roles and how you handled them. They also ask these questions to envision you in the role and determine whether you fit their company culture. Below are examples of these questions: Tell us something about your field of study. Which academic accomplishment are you most proud of? Do you have prior experience in this role? Do you have any academic goals you hope to achieve before you graduate? What are they? What skills and experience do you hope to gain in this job? Do you have plans to further your education? Do you participate in any extracurricular activities? What are they? What do you wish you knew before choosing this career path? What steps have you taken for your professional growth and development? Do you think your education helped to prepare you for this role? In what way?
In-depth Questions Interviewers ask in-depth questions to get detailed information about your behaviour or abilities. These questions usually relate directly to the role and give the interviewer an idea of how well you'd perform. Examples of in-depth questions include: Can you give an example of a time you applied your leadership skills at work? How do you work under pressure? How do you handle stress? Do you prefer working alone or with a team? Why? Tell us about a time you exceeded your expectations. Have you ever missed a deadline? Why and what was the result? Describe how you organise your schedule and prioritise your tasks. Have you ever managed multiple tasks simultaneously? How did you handle them? How do you manage two projects that are due at the same time? How do you intend to make an impact in this role?
Discussion Questions (Tests) (1) What images spring to mind when you hear the word ‘test’? (2) Do you get nervous when you take tests? (3) Are there any kinds of tests that you love? (4) Do you follow any special routines before you take a test? (5) What test has made you most nervous? (6) What do you think about while you wait for the result of a test? (7) Have you ever cheated on a test? (8) Have you ever taken an IQ test? (9) Do you think testing is useful or a waste of time? (10) Do you think your test scores reflect your true ability and intelligence? (11) Do you like taking tests? (12) Are you good at taking tests? (13) What was the last English test that you took like? (14) Have you ever had a blood test? (15) Would you be more nervous before your driving test, a blood test or an English test? (16) What’s the best way to prepare for a test? (17) What medical tests have you had? (18) What was the worst test you ever took? (19) Are there too many tests in school? (20) How do you feel when you fail a test?