【IELTS-Writing & Reading-03】Reading Advice From Four Band 9 Students (四位九年級學生的閱讀建議)

【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). 【 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. Essay Many people believe that scientific research should be carried out and controlled by governments rather than private companies. To what extent do you agree or disagree with this opinion? Example Answer It is undeniable that scientific research is imperative for the country?s development in this modern world. However, it is equally important to have a control in place as to who can carry out such research. I strongly agree that the government should have the upper hand when it comes to undertaking scientific research. There are various reasons why it is pivotal to have government-run research projects. To begin with, when research is carried out by the government, the motive behind it is always people-driven and not money-oriented. As a result, there is more transparency in the process and the need to invest in quality research that benefits the general public also increases. Furthermore, a government is borne to be more responsible and has complete accountability when it comes to investing public money in such research. In contrast, private organizations are not people-oriented, and they tend to invest in more profitable research projects. Also, when the funding comes from the same organization, the results could be biased to ensure that there is a favourable outcome to the funding institution. For example, companies that produce medicinal drugs are legally obliged to go through rigorous trials, which may take several years to complete. As private companies invest a lump sum of money in such studies, it is impractical for them to wait for a longer tenure to attain the expected results. Hence, there is a higher probability of the quality being compromised to make the research successful. In conclusion, carrying out and controlling scientific research is a contentious issue, as transparency and openness are pivotal for quality research. Undoubtedly, this is only possible if done by a non-profit organization like the government. Essay
Some believe that people should not continue to work once they reach the age of retirement. Do you agree or disagree? Give reasons for your answer and include relevant examples from your experience. Example Answer When you picture yourself in your golden years, are you sitting on a beach, hitting the golf course, or working behind a desk? For many people of retirement age, continuing to work makes perfect sense. I strongly agree that people should continue to work once they reach the age of retirement. This essay will elaborate on the reasons for working after retirement. For some people, working gives more than a paycheck. It provides happiness and purpose, engagement and involvement, and staying in the working world can give financial gains and many lifestyle benefits. On the one hand, working keeps the ageing population socially active, prevents isolation, and can give a sense of purpose. After a lifetime spent working, many retired persons just don't know what to do with themselves without a job. As my father once said, "Some people just don?t know how to not work". After a lifetime of specific goals, time-sheets, and to-do lists, the unstructured days of retirement can simply feel boring. On the other side, working beyond the retirement age can prove as a health hazard on workers, and can decrease productivity levels. Escalating stress levels from work lead to various health complications putting a strain on the healthcare system. Hence, working beyond the retirement age may worsen the overall welfare of people and adversely impact the economy. To sum up, with the final word, working after retirement can give you a sense of purpose, a connection to the community, and, of course, a nice pay check. Essay With the increased global demand in oil and gas, undiscovered areas of the world should be opened up to access more resources. To what extent do you agree? Example Answer Fossil fuel consumption is rising globally. However, most of the scientists? assert that we would run out of natural resources in the next fifty years, while some people believe that unexplored areas should be exploited to obtain more resources. I disagree to access the undiscovered areas. This essay will consider the reasons to support my idea. Energy companies shouldn?t be granted entry to the unexplored areas because of the high potential of environmental damage. That is to say, the process of drilling for non-renewable energy leads to dreadful damages, which can be unrecoverable sometimes, to the environment that surrounds it. For example, the Chinese government planned to build an oil platform in one of its eastern regions. However, the process involved a lot of noises and noxious materials. As a consequence, it disrupted sea life and led to the death of many sea creatures. For this reason, it?s obvious how the environment is harmed by the unlimited human desires for natural resources. Expanding the petroleum industry intensifies global warming. In other words, the use of oil and gas will release greenhouse gases. Therefore, the global temperature will increase. In addition, increased temperature causes the polar ice caps to melt, which will lead the sea level to rise, and cover some land area.? The ecosystem will collapse soon if not aware of the worsening of global warming, due to the over-exploration of natural resources. In conclusion, this essay doesn?t support the idea that more unexplored regions be used to extract natural resources. It can severely degrade the environment and aggravate global warming. Essay
We live in a world of technology these days. While the internet brings with it clear advantages, the problems in terms of control and security of information outweighs the advantages. To what extent do you agree ? Example Answer Some people believe that the internet could be dangerous to our secrecy and has many downsides over the benefits. I believe that, if the internet is used for the right purpose with right intentions, it can help people worldwide for entertainment, education and science. In this essay, I will describe this opinion and give my viewpoint on the internet usage. To begin with, this might be true that our privacy could be disturbed because of the internet. Everyone could use the internet, even hackers. As we know, many people misuse social media pictures and content for negative publicity. Usually, this happens to celebrities or public officials. Edward Snowden, the ex-employee in the CIA, revealed that all of our social media information and activities are watched by the CIA or Government of America, with the help of gadgets. Perhaps, social media companies let them access our details. However, we have to admit that the internet could change our lives in many positive ways even these could overweight the drawbacks. Firstly, although people don't have a physical place to sell their product, they can use social media platforms such as Facebook and Instagram for promotions. Secondly, the internet also affects people who are travelling or staying overseas. All in all, I disagree that people gain more disadvantages because it could ease our activities such as finding information about the traffic, doctors and so on. It depends on the person to take care of themselves even though it's unsafe and insecure, in terms of privacy. Task 1 Report Writing Checklist: Structure (Intro, Overall, Body 1 & 2) What to look for from the question  Intro - base it on title Overall - highlight 2 or 3 Key features (based on sub-titles if presented) Typically 2 to 3 sentences. Body 1 & 2 - contrasting numbers, process, and description (max vs min), totals, percentages, fraction amounts, similarities, grouped info, trends. Use signpost language to guide the reader. Keep it simple – avoid repetitive sentences, group related info to body 1 and 2. To boost word count to 150+, add extra words and info sometimes in brackets etc. Format: Intro: The ( bar/pie/line) (chart/graph) table/diagram/map ) ( shows/illustrates/presents/displays ) (paraphrase question/titles) ( time from ... to ..., between ... and ...) Overview:   Overall , key feature 1 sentence. Key feature 2 sentence. Body 1:   Key feature 1  details and figures. Body 2:   Key feature 2  details and figures. Body 3 (optional - feature 3 - typically 2 body paragraphs) Words: 150+ (ideally 150 - 200) Time: 20mins Important : The overview (typically written as 'Overall')  appears after the introduction because this is a report, not an essay . The overview contains the key features  which the reader needs to know, while the body paragraphs contain all the details. Reading the overview first helps the reader to understand the body paragraphs. Also, the overview is the most important paragraph in task 1 and carries the most weight . Task 1 - Main types of charts Bar chart Line graph Pie chart - language of: comparison, approximation, tense Table Process diagrams Map Combination: Bar, Pie, Line, Table Probability of the above appearing on the exam Example 1: Table & Pie Charts The pie charts and table give information about the total value and sources of fish imported to the US between 1988 and 2000. Summarise the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes: 1 Table & 3 Pie Charts Table - total value Pie Charts - source of fish imported to US Numbers provided Time: 1988-2000 Key feature 1:  total value of fish imported to the US increased by almost two-thirds Key feature 2: main source of fish imported to the US  at the start of this period, mostly came from Canada. However, by the final year, Other countries had become the main importer, followed by China, then Canada. The table illustrates the total value  in billions of dollars, and the pie charts show the countries exporting fish  to the US   between 1988 to 2000 . Overall , the total value of fish imported to the US increased by almost two thirds over the period given. The main source of fish imported to the US  at the start of this period, mostly came from Canada. However, by the final year, Other countries had become the main importer, followed by China, then Canada. The table shows that the total value of fish imports started at 6.57 billion dollars in 1988. This increased to 8.52 billion dollars in 1992 and 10.72 billion dollars in 2000. The pie charts categorizes three sources of fish imported to the US (from Canada, China and Other countries). In 1988, Canada was the major exporter to the US at 60%, compared to China and Other countries, which provided only 13% and 27%  respectively . The imports from Canada then steadily fell to 28% in the final year. Conversely , Other countries had replaced Canada as the main exporter to the US taking up 46% of all imports in 1992, and 42% by 2000. (Likewise/ In the same way), imports from China rose gradually from 13% in 1988 to 30% in 2000. Example 2: Pie Charts The pie charts show the main reasons for migration to and from the UK in 2007. Summarise the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes: 2 Pie charts Immigration vs Emigration Numbers provided Reasons: Formal Study, Accompany, Looking for work, Definite Job, No reason stated, other. Country: UK Time: 2007 Overall: employment main reason for immigration and emigration Key Feature 1: overall immigration trend Key Feature 2: overall emigration trend Paraphrase:Main = primary / keymigration = come / arrive What is the best way to organize your answer? Write one paragraph about immigration and one about emigration Write about the pie charts together, comparing each of the reasons What tense should you use to write about the IELTS pie chart? Past Present Can you talk about ‘increases’ and ‘decreases’ when describing the information? Yes No Version 1 The pie charts illustrate  the primary reasons that people came to and left the UK in 2007.  Overall , a t first glance, it is clear that the main factor influencing this decision was employment.  Definite jobs   accounted for 30 per cent of immigration to the UK, and this figure was very similar for emigration, at 29%.  A large percentage of people, 22%, also emigrated because they were  looking for a job , though the proportion of people entering the UK for this purpose was noticeably lower at less than a fifth, at 12%.  Definite jobs and seeking work accounted for 42% of immigration, and 51% emigration to and from the UK, respectively. Another major factor influencing a move to the UK was for formal study , with over a quarter of people immigrating for this reason, at 26%.  However, interestingly, only a small minority, 4%, left the UK for this purpose. The proportions of those moving to join a family member  were quite similar for immigration and emigration, at 15% and 13% respectively.  Although just under a third of migrants, at 32%, gave ‘ other ’ reasons or did not give a reason why they emigrated, this accounted for only 17% with regards to immigration. Version 2 The pie charts compare  the major reasons f or immigrating and emigrating to and from the UK in 2007. Overall , it can be seen that employment was the main factor influencing migration in 2007. Definite jobs   accounted for 30 per cent of immigration to the UK, and this figure was very similar for emigration, at 29%.  A large percentage of people, 22%, also emigrated because they were  looking for a job , though the proportion of people entering the UK for this purpose was noticeably lower at less than a fifth, at 12%.  Definite jobs and seeking work accounted for 42% of immigration, and 51% emigration to and from the UK, respectively. Formal study is another major factor influencing a move to the UK, with over a quarter of people immigrating for this reason, at 26%.  However, interestingly, only a small minority, 4%, left the UK for this purpose. The proportions of those moving to join a family member  were quite similar for immigration and emigration, at 15% and 13% respectively.  Other and Did Not Give Reason accounted for just under a third of migrants, at 32%, for emigrating, as compared to only 17% with regards to immigration. Tips Choose the most important points to write about first These will usually be the largest  ones.  As you can see in the model answer, definite job, looking for work , and formal study  were all written about first, in order of importance, as these are the main reasons that were chosen for moving. Items such as ‘other ’ are usually less important and account for small amounts, so can be left till the end.
Make it easy to read When you write a task 1, you should always   group information  in a logical way to make it easy to follow and read. With an IELTS pie chart, the most logical thing to do is usually to compare categories together  across the charts, focusing on similarities and differences, rather than writing about each chart separately. If you write about each one separately, the person reading it will have to keep looking between the paragraphs in order to see how each category differs. Vary your language As with any task 1, this is important.  You should not  keep repeating the same structures.  The key language when you write about pie charts is proportions  and percentages .
Common phrases to see are " the proportion of… " or " the percentage of… " However, you can also use other words and fractions. These are some examples from the model answer: A large number of people over a quarter of people a small minority A significant number of people less than a fifth Percentages vs Fractions/ Qualifier/ Proportions This table presents some examples of how you can change percentages to fractions or ratios: Percentage Fraction 80% four-fifths 75% three-quarters 70% seven in ten 65% two-thirds 60% three-fifths 55% more than half 50% half 45% more than two fifths 40% two-fifths 35% more than a third 30% less than a third 25% a quarter 20% a fifth 15% less than a fifth 10% one in ten 5% one in twenty You can improve your flexibility in using these words or test your knowledge of them in this percentage and proportions quiz .
If the percentages are not exact as above, then you can use qualifiers to make sure your description remains accurate. Here are some examples: Percentage Qualifier 77% just over  three quarters 77% approximately  three quarters 49% just under  a half 49% nearly  a half 32% almost  a third This table presents some examples of how you can change percentages to other phrases: Percentage proportion / number / amount / majority / minority 75% - 85% a very large majority 65% - 75% a significant proportion 10% - 15% a minority 5% a very small number The words above are interchangeable, though number  is for  countable nouns  and amount  is for uncountable nouns . Exercise 1 Quiz IELTS Graph Data Quiz Example 3: Pie Charts The pie charts show the electricity generated in Germany and France from all sources and renewables in the year 2009. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes 4 pie charts Electricity (all types) vs Renewables Numbers provided Countries Germany vs France Numbers provided (max vs min) Time: 2009 Overall, conventional thermal was the main source of electricity in Germany, whereas nuclear was the main source in France. Body Paragragh 1: Electricity all types (Germany vs France) Body Paragragh 2: Renewables (Germany vs France) Exercise * Pie Chart - fill in the gap -  choose the right word or phrase

Keywords was lower was very different at approximately the remaining compare the proportion of was far higher accounted for one-fifth whereas Answer The four pie charts compare  the electricity generated between Germany and France during 2009, and it is measured in billion kWh. Overall , it can be seen that conventional thermal was the main source of electricity in Germany , whereas nuclear was the main source in France . (The bulk/ Most ) of electricity in Germany , whose  total output  was 560 billion kWh, came from conventional thermal , at 59.6%. In France , the total output  was lower, at 510 billion kWh, and in contrast to Germany, conventional thermal  accounted for just 10.3%, with most electricity  coming from nuclear power (76%). In Germany , the proportion of nuclear power-generated electricity  was only one-fifth of the total. Renewables accounted for quite similar proportions for both countries, ranging from around 14% to 17% of the  total electricity  generated. In Germany , most of the renewables  consisted of wind and biomass, totalling around 75%, which was far higher than for hydroelectric (17.7%) and solar (6.1%). The situation was very different in France , where hydroelectric made up 80.5% of renewable electricity, with biomass, wind and solar making up the remaining 20%. Neither country used geothermal energy. Comments In order to make the answer clear, the writer has organised the chart by categories and types of energy. So the first body paragraph compares 'All Types' for both countries, and examines each energy in turn, before moving on to 'Renewables' and doing the same thing.  This makes it easy to read and follow, meaning that it will get a good score for its cohesion and coherence, but also for Task Response, as this method means there is plenty of comparison between the countries and energy types.  Example 4: Pie Chart  The chart below shows the reasons why people travel to work by bicycle or by car.  Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes Here are some useful questions to ask? What are the units of measurements? What are the time periods (if any)? What can you learn from the title and any labels? What is the most obvious trend? Are there any notable similarities? They show two different methods of travelling to work and illustrate the reason why people choose these types of transport. What main features stand out? Main feature 1:  The largest proportion of people who cycle do so for health and environmental reasons.
Main feature 2:  The highest percentage of people who drive do so because it’s comfortable.
Main feature 3:  For an almost equal proportion of people, their chosen method is the fastest.

Form these ideas into two or three sentences with a total of around 40 words. State the information simply, using synonyms where possible. No elaborate vocabulary or grammar structures are required, just the appropriate words and correct verb tenses. Answer The two pie charts display the key reasons why people choose to either cycle or drive to work by percentage.  Overall, the largest proportion of people who cycle to work have made this choice for health and environmental reasons, whilst the prime advantage of driving to work is considered to be the comfort. Notably, for an almost equal proportion of people, their chosen method is the fastest. Taken together, health and fitness and less pollution are reasons given by over half of all people who prefer travelling by bike. Each represents a 30% portion, which is double the next most popular reason, which is a lack of parking issues at 15%. A different set of concerns has affected the decision of those who choose to commute by car. Comfort is by far the most significant factor for 40% of people, but distance to work is a more important concern for just over a fifth of drivers. For 14% of people, a faster journey time is the key factor, compared to a figure of 12% of cyclists who find their means of transport quicker. Comments 5 steps process to plan and write IELTS pie chart essays will help you to achieve high marks in Task 1: 1)  Analyse the question 2)  Identify the main features 3)  Write an introduction 4)  Write an overview 5)  Write the details paragraphs Step 1 – Analyse the question The format of every Academic Task 1 question is the same. Here is our practice question again with the words that will be included in all questions highlighted . The chart below shows the reasons why people travel to work by bicycle or by car. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Every question consists of: Sentence 1  – A brief description of the graphic Sentence 2  – The instructions The graphic  – chart, graph, table, etc. Sentence 2 tells you what you have to do. You must do 3 things: 1.     Select the main features. 2.     Write about the main features. 3.     Compare the main features. All three tasks refer to the ‘ main features ’ of the graphic. You  do not  have to write about everything. Just pick out 2 or 3 key features and you’ll have plenty to write about. Step 2 – Identify the Main Features The graphic in IELTS pie chart questions should not be difficult to interpret. Each question has been created to  test your language skills, not your mathematics ability. Pie charts always show percentages or proportions. Apart from that, they are essentially the same as bar charts and line graphs in that they are a way of presenting data visually. All you are looking for are the main features. These will usually be the easiest things to spot. There will be lots of information in the graphic to help you identify them. Here are some useful questions to ask? What are the units of measurements? What are the time periods? What can you learn from the title and any labels? What is the most obvious trend? Are there any notable similarities? (I give more detail on how to use these questions, plus downloadable checklists for identifying the main features of all 7 different types of IELTS Academic Writing Task 1 questions, in the lesson on  How To Understand & Analyse Task 1 Questions .) Pie charts generally have titles and labels or sometimes a key instead of segment labels as in our practice question. The key explains what each segment of the pie chart represents. So, what information is contained in the two pie charts? Here's our IELTS pie chart again. They show two different methods of travelling to work and illustrate the reason why people choose these types of transport. What main features stand out? There are 2 main features in these IELTS pie charts: Main feature 1:  The largest proportion of people who cycle do so for health and environmental reasons. Main feature 2:  The highest percentage of people who drive do so because it’s comfortable. Another notable feature is that the only reason included in both pie charts – that the method is faster – shares almost the same proportion for both modes of transport. We may not have space to cover this final feature but we’ll note it just in case we need it to make up the words. The key features you select will be the starting point for your essay. You will then go on to add more detail. However, with just 20 minutes allowed for Task 1, and a requirement of only 150 words, you won't be able to include many details. We’re now ready to begin writing our essay. Here’s a reminder of the 4 part structure we’re going to use. Paragraph 1  – Introduction Paragraph 2  – Overview Paragraph 3  – 1 st  main feature Paragraph 4  – 2 nd  main feature
Step 3 – Write an Introduction  In the introduction, you should simply paraphrase the question, that is, say the same thing in a different way. You can do this by using synonyms and changing the sentence structure. For example: Question : The chart below shows the reasons why people travel to work by bicycle or by car. Introduction  (Paragraph 1):  The two pie charts display the key reasons why people choose to either cycle or drive to work by percentage.  This is all you need to do for the introduction. Step 4 – Write an Overview (Paragraph 2) In the second paragraph, you should report the main features you can see in the pie charts, giving only general information. The detail comes later in the essay. You should also make any clear comparisons you spot. Here are the ones we picked out above. I’ve added the additional feature as it will fit well in the overview. Main feature 1:  The largest proportion of people who cycle do so for health and environmental reasons. Main feature 2:  The highest percentage of people who drive do so because it’s comfortable. Main feature 3:  For an almost equal proportion of people, their chosen method is the fastest. Now form these ideas into two or three sentences with a total of around 40 words. State the information simply, using synonyms where possible. No elaborate vocabulary or grammar structures are required, just the appropriate words and correct verb tenses. For example: Overview  (Paragraph 2):  The largest proportion of people who cycle, have made this choice for health and environmental reasons whilst the prime advantage of driving to work is considered to be the comfort of travelling by car. Notably, for an almost equal proportion of people, their chosen method is the fastest.
Step 5  – Write the 1st Detail Paragraph Paragraphs 3 and 4 of your IELTS pie chart essay are where you include more detailed information about the data in the graphic. In paragraph 3, you should give evidence to support your first key feature. Don’t forget to make comparisons where relevant. Here is our first main feature again: Main feature 1:  The largest proportion of people who cycle do so for health and environmental reasons. And this is an example of what you could write: Paragraph 3 : Taken together, health and fitness and less pollution are reasons given by over half of all people who prefer travelling by bike. Each represents a 30% portion which is double the next most popular reason which is a lack of parking issues at 15%. Step 6  – Write the 2nd Detail Paragraph For the fourth and final paragraph, you do the same thing for your second key feature.  I’ve added the third main feature again as it will round off the essay well. In an exam situation, I would include it if I had time. Main feature 2:  The highest percentage of people who drive do so because it’s comfortable. Main feature 3:  For an almost equal proportion of people, their chosen method is the fastest. Here’s an example of what you could write: Paragraph 4 : A different set of concerns has affected the decision of those who choose to commute by car. Comfort is by far the most significant factor at 40% of people, but distance to work is a more important concern for just over a fifth of drivers. For 14% of people, a faster journey time is the key factor compared to a figure of 12% of cyclists who find their means of transport quicker I just want to say a quick word about verb tense in this sample essay. Since there is no time frame given in the question, you could use either the present simple tense or the past simple tense. I've used the present simple tense. Whichever tense you choose, remember to be consistent throughout your whole essay. Here are the four paragraphs brought together to create our finished essay. Example 5: Pie Chart The pie chart shows the amount of money that a children's charity located in the USA spent and received in one year, 2016. Summarise the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes Pie chart Revenue Sources and Expenditures (spent and received) Country: USA Children's Charity Time: 2016 Total in USD Most revenue received: Donated Food Most expenditure (spent): Program Services Answer Example: The pie charts show the amount of revenue and expenditures in 2016 for a children’s charity in the USA. Overall , it can be seen that donated food accounted for the majority of the income, while program services accounted for the most expenditure. Total revenue sources just exceeded outgoings. In detail , donated food  provided most of the revenue for the charity, at 86%. Similarly, with regard to expenditures, one category, program services , accounted for nearly all  of the outgoings, at 95.8%.  The other categories were much smaller. Community contributions, which were the second largest revenue source, brought in 10.4% of overall income, and this was followed by program revenue, at 2.2%. Investment income, government grants, and other income were very small sources of revenue, accounting for only 0.8% combined. There were only two other expenditure items , fundraising and management and general, accounting for 2.6% and 1.6% respectively. The total amount  of income was $53,561,580, which was just enough to cover the expenditures of $53,224,896.  Comments It can be seen that comparisons are made , which you are told to do in the question. The language of comparison and contrast are clear such as ' similarly ', ' much smaller ', and ' largest revenue source '. Example 6: Pie Chart The chart below shows the proportion of staff employed by age in the public sector in the UK in 2015 and 2020.  Summarise the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes 2 pie charts 2015 - 2050 (future tense required) Proportion of staff employed by age in the public sector in the UK Example Answer The pie charts illustrate the ages of people employed in the UK public sector during two years, 2015 and 2020.   Overall, while the percentage of those employed in their 20s and 40s increased, employment for other age groups, particularly the over-50s, fell. Turning first to the younger age groups, although the employment of workers under 21 actually fell from 14% in 2015 to 12% in 2020, the overall percentage of workers under 30 actually rose because of the surge in employment of 21-30 year olds, which increased significantly from 23% to 33%. Similarly, the proportion of employees over the age of 40 climbed from 19% in 2015 to 28% by 2020.  However, other groups saw quite significant falls in employment. For 31-40 year olds, the employment figure plummeted from 21% in 2015 to just 11% by 2020, which represented a substantial drop of more than 50% in relative terms. Likewise, the employment of over-50s declined, though not by quite so much, standing at 23% in 2015 and 16% in 2020. Comments Example 7: Pie Chart The charts below give information on the ages of the populations of Yemen and Italy in 2000 and projections for 2050. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. 20 mins Notes You'll see that there are two countries to compare.  You need to make sure that you make comparisons  as you are asked to do this in the prompt.  Remember to look for the important data/changes  to place into your overview .  Very important is also the fact that the graph is in the future  (learn more about graphs in the future ). So you need to make use of future tenses , not just the past tense.  Example Answer: The bar charts  compare three age ranges of people in Yemen and Italy for the year 2000 and predictions for 2050. Overall , the majority of Yemen’s population changes from 0-14 year olds in 2000, to 15-59 year olds in 2050. In Italy, most of the population is made up of the same demographic of 15-59 year olds in 2000 and 2050. In 2020 , while 0-14-year-olds made up just over half of the population in Yemen , this accounted for only 14.3% of Italy’s population. The major age group in Italy  was those aged 15-59 , at 61.6%, and in Yemen, this group was also fairly large, at 46.3%. In Yemen, the  60+ age group was very small , representing just 3.6% of the overall population. In contrast , this group made up just under a quarter  of the people in Italy. By 2050 , the population composition in Yemen will have changed noticeably , with 15-59 year olds expected to replace the younger age group as the dominant category, at 57.3% and 37% respectively . The 60+ age range will experience only a slight increase. However , in Italy, it is the 60+ age group that is predicted to see the greatest change, rising to just over 42%. Unlike Yemen, the greatest change will be seen in the percentage of those over 60, rising to 42.3%. The 0-14 group will see a slight fall.   Comments The task 1 pie chart response is well-organised . The graph is introduced, and then an overview is given.  Yemen and Italy in 2000 are presented, followed by how they have changed in 2050. It could be organised differently if you wanted. For example, you could discuss Yemen first in 2020 and 2050, then compare it to Italy. There are usually several options for the organisation - the important thing is that it is logical and clear .  Task 1 pie chart also makes good comparisons  between the countries and years. It's always important to make comparisons between the features you are presented with. Data is also appropriately selected  to support the points.  There is also good use of  language . The language for the data is varied, with not only the actual percentages used, but also other words, such as 'quarter' and 'half'. There is language showing change (e.g. slight increase, rising to ) but also language to make comparisons ( e.g. far lower, in contrast, unlike ). Importantly, both the past and future tenses  are used. For instance, these future phrases are used to discuss 2050: will see will have changed noticeably expected to is predicted to There is also a good mix and range of complex forms and structures  present in the response.  Exercise Describing a Graph in the Future Example The line graph shows the past and projected finances for a local authority in New Zealand. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Note:  This graph was written in 2015 so anything after that date is future tense                        Example Answer T he line graph illustrates the financial position of a New Zealand local authority from 2012 to 2022. It is measured in millions of New Zealand dollars. Overall , it can be seen that while rates revenue and user charges are predicted to  increase over the period, borrowings and grants, and subsidies will remain  much lower. Rates revenues and user charges will follow  a very similar pattern over the time frame. Rates revenue stood at just under 1.5 billion in 2012, which was the highest of the four criteria. Though they remained stable  until 2013, they are expected to  climb to approximately 2.4 billion dollars in 2022. Like rates revenues, use charges are predicted to  continuously increase.  They began the period  at 1 billion and will stand  at twice this level by 2022.
Borrowings , on the other hand, are expected  to show considerable fluctuation. Although having initially increased, they will drop to a low of 600 million in 2016, before reaching a peak of just under 1.5 billion in 2020. Borrowings will finish the period at around the same level that they began. Grant and subsidies were the lowest of the four, at under 500 million in 2012. Despite moving up to exceed borrowing briefly in 2016, this low level will continue  until 2022. Language of Change Vocabulary for Describing Graph Trends Word Part of Speech Example Sentence increase verb : to increase, is increasing, has increased, increased Total expenditure increased  from $33,611m to $39,165m from 1995 to 1996. noun : an increase of  $5,554m an increase   in  spending of $5,554m From 1995 to 1996 there was an increase in  expenditure of $5,554m. decrease verb : to decrease, is decreasing, has decreased, decreased Expenditure on primary education decreased  from 22.2% to 21.5% from 1995 to 1996. noun : a decrease of  0.7% a decrease in  spending of 0.7% From 1995 to 1996 there was a decrease in  expenditure of 0.7%. rise verb : to rise, is rising, has risen, rose Total expenditure rose  from $33,611m to $39,165m from 1995 to 1996. noun : a rise of $5,554m a rise in spending of $5,554m From 1995 to 1996 there was a rise in  expenditure of $5,554m. fall verb : to fall, is falling, has fallen, fell Expenditure on primary education fell  from 22.2% to 21.5% from 1995 to 1996. noun : a fall of  0.7% a fall in  spending of 0.7% From 1995 to 1996 there was a fall in  expenditure of 0.7%. drop verb : to drop, is dropping, has dropped, dropped Expenditure on primary education dropped  from 22.2% to 21.5% from 1995 to 1996. noun : a drop of  0.7% a drop in  spending of 0.7% From 1995 to 1996 there was a drop in  expenditure of 0.7%. -ing forms After an introductory clause that includes some analysis; e.g. 'Spending rose in all three years', an '_ing' form can be used to describe numbers and dates. Spending rose in all three years, increasing  from 17.6% to 18% from 1995 to 1996, and then rising  again to 18.2% in 1997-8. Exercise 1: Pie Chart Exercise: Gap Fill Exercise 2: Language of Approximat ion Percentages vs Fractions 18% > 20% 20/100 = 1/5 = 1 fifth 32% > 33% = 33.3/100 = 1/3 third 5% = 5/100 = 1/20 = 1 twentieth 77% > 75% = 25 x 4 = 100 75% = 25 x 3/100 = 1/4 x 3 = 3/4 = 75% 5% = 1/20 10% = 1/10 one thenth 20% = 1/5 25% = 1/4 = quarter 33% = 1/3 40% = 2/5 50% = half 60% = 3/5 66% = 2/3 = two thirds 75% =3/4 = three quarters 80% = 4/5 Exercise 3: Line Graph Worksheet - Gap Fill Reference (only) Academic Writing test is marked according to four marking criteria. These are: Task Achievement – appropriate response to the task Coherence & Cohesion   – the ability to present a well-structured essay Lexical Resource   – the ability to use a range of appropriate vocabulary and to use it correctly Grammatical Range & Accuracy   – the ability to use grammar correctly and to use a range of grammar forms Each carries 25% of the marks. Task 1  – Your essay will be assessed in relation to your ability to achieve one or more of the following: organise, present and possibly compare data describe the stages of a process or procedure describe an object or event or sequence of events explain how something works shows -> illustrate/ presents/ demonstrates/ displays The data presents the: percentage/ number of/ change/ increase/ decrease Example Here’s a typical question. The highlighted words are always the same no matter what type of question you get. With the format of the question always the same, this means that you can use the same basic method and essay structure to write any essay for IELTS Academic Writing Task  Planning Analyse the question Identify the main features Write an introduction Write an overview Write the detail body paragraphs Ideally, your essay should have 4 paragraphs: Paragraph 1  – Introduction Paragraph 2  – Overview Paragraph 3  – 1 st  main feature Paragraph 4  – 2 nd  main feature 3 things to do: 1.     Select the main features. 2.     Write about the main features. 3.     Compare the main features. General format: The ( graph, bar/pie chart ) ( shows/ illustrates, presents, displays ) (paraphrase question) (from ... to ..., between ... and ...) Overall , key feature 1 sentence. Key feature 2 sentence. Key feature 1  details and figures. Key feature 2  details and figures. Here are some useful questions to ask for both bar charts and line graphs. What information do the 2 axes give? What are the units of measurements? What can you learn from the title and any labels? What are the time periods? What is the most obvious trend? What are the most notable similarities or differences? Intro Example: Two general trends in this graphic are: Main feature 1:   the overall number of students in full-time education increases. Main feature 2:   the number of women studying part-time increases steadily but for men, it fluctuates. The general trends you select will be the starting point for your essay. You will then go on to add more detail. Introduction (Paragraph 1) In the introduction, you should paraphrase the question, that is, say the same thing in a different way. You can do this by using synonyms and changing the sentence structure. Question : The chart below shows the number of men and women in further education in Britain in three   periods and whether they were studying full-time or part-time. Introduction : The bar graph illustrates how many male and female students were studying full-time and part-time in Britain during the years 1970/1, 1980/1 and 1990/1. or The bar graph illustrates how many male and female students were studying full-time and part-time in Britain across three decades   during the years 1970/1, 1980/1 and 1990/1. or The chart illustrates the number of men and women in further education over three decades. (explained in video: https://youtu.be/M1ebzRy77jM ) Breakdown: chart -> bar graph shows ->  illustrates number of men and women  -> how many male and female students in further education in Britain -> were studying full-time and part-time in Britain in three   periods -> during the years 1970/1, 1980/1 and 1990/1. Simplier version The bar graph illustrates how many male and female students in further education in Britain were studying full-time or part-time across 3 periods in 1970/1, 1980/1 and 1990/1. Overview (Paragraph 2) In the second paragraph, you should report the main features you can see in the graph, giving only general information. The detail comes later in the essay. You should also make any clear comparisons you spot. This is where you write about the general trends . Here are the ones we picked out above. Main feature 1:   the overall number of students in full-time education increases. Main feature 2:   the number of women studying part-time increases steadily but for men, it fluctuates. Now form these ideas into two or three sentences with a total of around 40 words. State the information simply using synonyms where possible. No elaborate vocabulary or grammar structures are required, just the appropriate words and correct verb tenses. For example: Paragraph 2 : Overview Overall, the number of students in full-time education increased over this time. With regard to part-time education, there was a steady increase in women choosing to study part-time but for men, the level fluctuated. Details Paragraphs 3 & 4 Paragraphs 3 and 4 are where you include more detailed information about the data in the graph. In paragraph 3, you should give evidence to support your first main idea. In this instance, the data will be numbers of students in the respective time periods. In other graphics, it might be percentages, age, monetary value or some other unit of measurement. Don’t forget to make comparisons when relevant. Here’s our first main feature again: Main feature 1:   the overall number of students in full-time education increases. This is an example of what you could write: Paragraph 3 : Body 1 Between the academic periods 1970/71 and 1990/91, the figures for men studying full-time grew in steady increments, beginning at 100,000 in 1970/71 and rising to nearly 300,000 in 1990/91. For women, the numbers had also risen to around 300,000 by 1990/1 on an increasing trend. Notably, however, the figure for females in full-time education in 1970/71 was roughly half that of men, showing a greater take-up than men between 1970/71 and 1980/81. For the fourth and final paragraph, you do the same thing for your second main feature. For example: Main feature 2:   the number of women studying part-time increases steadily but for men, it fluctuates. Paragraph 4 : Body 2 A different pattern is shown for part-time education. The graph reveals a steady increase in women engaged in part-time study, rising from 750,000 in 1970/71 to 1,000,000 by 1990/91. For men, on the other hand, the figure fluctuated. From 1,000,000 in 1970/71, they had dropped by almost 200,000 by 1980/81 but recovered slightly in numbers by 1990/91. Over the whole time period, the trend between men and women in part-time education reversed, with male students being greater in number in 1970/71 and female students taking pole position by 1990/91. Full Example: The bar graph illustrates  how many male and female students were studying full-time and part-time in Britain during the years 1970/71, 1980/81 and 1990/91. Overall , the number of students in full-time education increased over this time. With regard to part-time education, there was a steady increase in women choosing to study part-time but for men, the level fluctuated. With regard to full-time study , the figures for men between academic period 1970/71 and 1990/91, grew in steady increments, beginning at 100,000 in 1970/71 and rising to nearly 300,000 in 1990/91. For women, the numbers had also risen to around 300,000 by 1990/91 on an increasing trend. Notably, however, the figure for females in full-time education in 1970/71 was roughly half that of men, showing a greater take-up than men between 1970/71 and 1980/81. Part-time education however,  presents a different pattern. The graph reveals a steady increase in women engaged in part-time study, rising from 750,000 in 1970/71 to 1,000,000 by 1990/91. For men, on the other hand, the figure fluctuated. From 1,000,000 in 1970/71, they had dropped by almost 200,000 by 1980/81 but recovered slightly in numbers by 1990/91. Over the whole time period, the trend between men and women in part-time education reversed, with male students being greater in number in 1970/71 and female students taking pole position by 1990/91. 219 words Example 1: Intro ver. 1 The table and pie charts illustrate the total value   and sources of fish imported to the US   between 1988 to 2000 . Intro ver. 2 The table and pie charts illustrate the total value  in billions of dollars, and countries exporting fish  to the US   between 1988 to 2000 . Intro ver. 3 The table illustrates the total value   in billions of dollars, and the pie charts show the countries exporting fish  to the US   between 1988 to 2000 . Note: shows, illustrates, data : Chart/ Table/ Graphillustration : Diagram/ Process plan Overall , the total value of fish imported to the US increased by almost two thirds over the period given. The main source of fish, imported to the US at the start of this period, mostly came from Canada. However , by the end of this period, Other countries had become the main importer, followed by China, then Canada. The table illustrates the total value   in billions of dollars, and the pie charts show the countries exporting fish  to the US   between 1988 to 2000 . Overall , the total value of fish imported to the US increased by almost two thirds over the period given. The main source of fish imported to the US  at the start of this period, mostly came from Canada. However, by the final year, Other countries had become the main importer, followed by China, then Canada. The table shows that the total value of fish imports started at 6.57 billion dollars in 1988. This increased to 8.52 billion dollars in 1992 and 10.72 billion dollars in 2000. The pie charts categorizes three sources of fish imported to the US (from Canada, China and Other countries). In 1988, Canada was the major exporter to the US at 60%, compared to China and Other countries which provided only 13% and 27%  respectively . The imports from Canada then steadily fell to 28% in the final year. Conversely , Other countries had replaced Canada as the main exporter to the US taking up 46% of all imports in 1992, and 42% by 2000. (Likewise/ In the same way), imports from China rose gradually from 13% in 1988, to 30% in 2000. Example 2: The diagrams below shows the stages and equipment used in the cement-making process,  and how cement is used to produce concrete for building purposes. Intro Examples: The two  diagrams illustrate/ demonstrate/ present/ highlight  the stages and equipment used in the cement-making process , and how cement is used to produce concrete for building purposes. The two  diagrams illustrate  the production  stages and equipment used in the cement-making process , and how cement is used to produce concrete for building purposes. The two illustrations highlight  the steps and equipment used in the production of cement , and how cement is applied to ( create/make ) concrete for construction   purposes. Overview Overall, cement production requires  five stages: crushing, mixing, heating, grinding and bagging . Concrete production involves pouring  four materials ( Cement, Water, Sand, and Gravel ) into a concrete mixer. Body 1 Cement production begins  with pouring limestone and clay into a crusher ( stage 1). The resultant powder is then fed into a mixer ( stage 2) and then passed through a clockwise rotating heater ( stage 3). Next , the powder goes into a grinder ( stage 4), and finally the cement powder is packed into bags ( stage 5). Body 2 Concrete production is made by mixing four materials ( gravel or small stones , sand, water and cement ) in different fixed proportions. Half or 50%  of the cement mixture is made up of gravel, a quarter or 25%  is made up of sand, and 15% is made up of cement, and 10% water. These materials are poured and mixed   clockwise in a concrete mixer. Example 3: The two maps below   show   an island, before and after the construction  of some tourist facilities. Summarise the information by selecting and reporting the main features and make comparisons where relevant. Introduction The two maps illustrate   the transformation of an island, before and after the construction of some tourist facilities. better option The two maps illustrate   the transformation of an island, before and after the construction of some tourist facilities. Overview Overall , the island originally (before development)   consisted of just  palm trees   and a beach . After its development   into a tourist attraction, it has a pier, reception, restaurant,  accommodation and swimming area constructed . The palm trees   and   beach remain the same.

Body • The island is approximately 200 metres long, with a small beach on the western tip. Before/ In the past , the island was uninhabited and deserted, with only a scattering of palm trees. Today however , the island provides fifteen beach huts (sited/ situated/ located ) in circular formations in the centre and to the west of the island. Between these two sets of accommodation is a large reception building with a restaurant just north of it. Both are accessible via vehicle tracks. Situated in the south is a T-shaped pier for ships to dock and for boats to sail in the sea. Footpaths have also been constructed, which traverse the island, leading to the new buildings and also to the beach, where tourists can now swim. Example 4: There 2 maps of Paradise Island in the past and the present. Summarize the information by selecting and reporting the main features and make comparison where relevant Introduction The two maps show changes in Paradise Island between the past and present. Overview Overall , Paradise Island was used  as a scientific research area.  Today , the island has been transformed into a tourist (attraction/ complex/ resort). The scientific  research station and trees have been replaced with a hotel, swimming pool, restaurant, café, and an extended pier, along with a cycle path. Body 1 In  the past , the island only had one building, a scientific research station, a natural spring, a beach area, a pier, and was mostly covered in trees. Its pier was small and only medium-sized boats could dock there. Body 2 Today ,  however , the island has several buildings, facilities, an extended pier, and a cycle path. On the west side of the island there is now a larger T-shaped pier to allow cruise ships to dock. The beach, just north of the pier , remains the same along with a designated swimming area. Going inland from the pier, a big hotel complex along with a swimming pool was built  where the scientific research station used to be. In the middle of the island , an open circular-shaped restaurant was constructed  along with a barbeque area next to it . Towards the east side , the Natural Spring remains the same, along with a new café just south of it . In the north-east of the island , there is a scenic lookout area. Finally, a cycle path was built along  the perimeter of the island for visitors to cycle around it. IELTS Quiz 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: Yellow Legged Gull Reading > Academic > P1 > Yellow-legged gull 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
https://ieltsliz.com/ielts-speaking-part-1-topics/ IELTS Speaking Sample Questions with Answers for IELTS Speaking Part 3 https://www.ieltsjacky.com/ielts-speaking.html https://ieltsmaterial.com/50-ielts-speaking-part-2-3-topics-2020-with-model-answers/ https://ieltsliz.com/ielts-speaking-free-lessons-essential-tips/ https://takeielts.britishcouncil.org/take-ielts/prepare/free-ielts-english-practice-tests/speaking https://ielts-up.com/speaking/ielts-speaking-test.html https://leapscholar.com/exams/ielts/practice-test/speaking/part-1 https://ielts.org/take-a-test/preparation-resources
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?