【IELTS-Writing & Reading-16】IELTS Simon Writing Task1 Academic part-6 Comparing Two different charts (雅思 Simon 學術寫作 Task1 第 6 部分 比較兩個不同的圖表)

【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 All education and healthcare should be funded by the government and free for everyone. To what extent do you agree or disagree? Example Answer Healthcare and education are both essential services that can be extremely expensive and, as a result, unaffordable for those on a limited budget. Nevertheless, it is important to establish just who is responsible for funding them. The health of a country's citizens is vitally important, without adequate healthcare, people of all ages can become extremely ill and thus unable to earn a living or take care of themselves. So it is essential for governments to provide well-equipped hospitals as well as highly trained staff to run them. There is also a need for appropriate emergency services. Furthermore, without a good public education system, people may find they are limited in their work choices. If education is not provided free to all. those born into poverty may find themselves unable to rise above that level. We may all wish for these essential services to be provided free of charge, but the government needs to obtain the funds for them from somewhere. Even when they are provided free of charge, there has to be some way of recouping the costs. One way of acquiring the necessary funds Is by Imposing taxes. Alternatively, access to welfare can be means-tested and based on personal levels of income. The Irony Is that, in democratic societies, where a government Is elected based on its promises, It Is often the political party that promises tax cuts that is elected to office. It seems clear that poorer members of our society need this type of aid and If these costs are covered, at least partially, by the government, then we need to accept that our taxes will be used to fund them. Essay
Whoever controls the media also controls opinions and attitudes of the people and there is little that can be done to rectify this. To what extent do you agree or disagree? Example Answer In some countries, the media is controlled exclusively by large companies; in others it is the government that has this control. Often, in a war situation, one of the first casualties is the media, which is seized by one group or another. This gives some support to the idea that the media is a source of power and control. Whoever controls the media also has ultimate control over what is published or broadcasted and what is omitted. They can also add a certain prejudice or bias to their coverage of certain news stories depending on their own feelings about the matter. This is not a new problem, although the issue is perhaps more pressing now that the Internet and pay-TV have enabled these messages to be disseminated even further. However, we should remember that readers have their own ideas and opinions. You can control what is printed but you cannot control the opinions of your readers. I think the only positive here is that, nowadays, people seem to be much more cynical about what they read in the press or hear on the television. In particular, when it comes to the tabloid press, people know that they have to take what they read with a grain of salt. In other words, they read knowing they may be being lied to. Perhaps it is of even greater concern that we have become so accepting of this form of censorship. The only thing that can be done to alter this situation is for the government to regulate the industry so that there is no longer a monopoly on media ownership. This also means that they have to allow and support a totally free press, even if this means the government may be criticised or ridiculed within its pages. Essay In the modern world it is possible to shop, work and communicate with people via the internet and live without any face-to-face contact with others. Is this a positive or negative development? Example Answer It is true that in contemporary life people in many parts of the world are able to do their shopping, work and communicate with each other via the internet. While there are clear positive aspects of this trend, there are also negative aspects of having less face-to-face contact with other people. On the one hand, the internet can be very handy in many ways. Many people use it to keep in touch with friends and family, using Facebook, Skype or What?s App to send instant messages or to enjoy a quick chat. Many also use the internet for online shopping, thus saving time and petrol on trips to the supermarket as well as hunting around different sites for bargains. However, it is in terms of work that the internet offers the most potential benefits. More and more people are working or even studying from home, at hours which suit their own schedules. Many hours are saved each week by eliminating the daily commute and the stress of coping with the rush hour. On the other hand, as social beings, people need personal contacts. Firstly, virtual friendships which are formed online may not be genuine. The media carries many horror stories of youngsters who have fallen prey to paedophiles, for example. Secondly, online shopping is not always appropriate, depending on the item. It is best, for instance, to try on clothes before buying, and while a bookworm can find almost any book title that they want online, they will certainly miss browsing the shelves of bookstores. Finally, personal interaction with work colleagues can generate ideas and avoid misunderstandings. In conclusion, although there are positive aspects of this trend, there are also aspects of face-to-face contact which it would be a shame to lose. Essay
Some people say that school children should be mainly taught about the literature (e.g fiction and poetry) of their own country because it is more important than that of other countries. To what extent do you agree? Example Answer Many think that it is more important to learn about the literature from one?s own country, rather than other countries. I am in complete agreement with this viewpoint because of how literature can contribute to both national understanding and individual identity. The most fundamental reason that children should be exposed to literature from their own country is to deepen their understanding. For example, young students in America study a common curriculum including authors like Dr. Seuss, Shel Silverstein, and Harper Lee. The books from Dr. Seuss and Shel Silverstein convey principles of individualism, creativity and entrepreneurship that are key to understanding America?s history and present. To Kill a Mockingbird by Harper Lee is a good example of a book focused on a period of racial segregation, that can help students to better understand recent events around the Black Lives Matter movement. Learning about racism from a classic novel set in America is more likely to likely engage, inform and stimulate a relevant response. Another reason why students need to learn their national literature well is that it will help to shape their personal identity at an impressionable age. Children will form their identity from a variety of sources, including the literature of other countries. This is a positive development. But the main influence should be from their own country so that they are a true representative of their nationality. A Japanese child growing up abroad could return to Japan and feel like an outsider. One method of countering this is to make sure they have a good grasp of poetry and fiction from Japan. From classical poetry they will be influenced by Japan?s singular minimalist tradition. From the novels, they will learn about the relationships between people and the differing levels of formality expected in Japanese society. This will all contribute to making their identity more Japanese. In conclusion, children will better understand and have their identity firmly shaped by the literature of their home country. This is becoming increasingly important in a globalized world that threatens to blur the distinctions between nationalities into a single monoculture. IELTS Writing Course Overview Introduction Writing Overview, Bar Chart Examples & Exercises Line Graph Examples & Exercises Pie Chart Examples & Exercises Table Examples & Exercises Process Diagram Examples & Exercises Map Examples & Exercises Combo Examples & Exercises & Review Essay Overview & Example Breakdown Agree/ Disagree: Examples & Exercises Advantages and Disadvantages: Examples & Exercises Discussion & Problem & Solution: Examples & Exercises Two-Part/ Double/ Direct: Examples & Exercises Review, Q&A Checklist Tips Structure (Intro, Overall, Body 1 & 2) What to look for from the question  Intro - base it on question/title/key Overall - highlight 2 or 3 Key features (based on subtitles if presented) Typically 2 sentences. Body 1 & 2 - contrasting numbers, process, and description (max vs min), totals, percentages, fraction amounts, similarities, grouped info, trends, stages, changes. Use signpost language to guide the reader. Keep it simple – avoid repetitive sentences, complex words, 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/provides data/gives information about) (paraphrase question/titles) (time from ... to ..., between ... and ...) Overview: Overall, main feature(s) 1 and 2 Overall, it can be seen that ... Trends - bar/line/pie/tables Stages - process diagrams Changes - maps 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 Report Writing Question Types & Language Bar chart Line graph Pie chart - language of: comparison, approximation, tense Table Process diagrams Map Combination: Bar, Pie, Line, Table General probability estimation of 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? Pastá Present Can you talk about ‘increases’ and ‘decreases’ when describing the information? Yes No Version 1 The pie charts illustrate the (primary/ major/ key) (reasons/ factors) that people came to and left the UK in 2007. Overall, at 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 factors for 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 phraseKeywords 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 – 1st main feature Paragraph 4 – 2nd 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 The 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 Approximation 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 References Pie Chart Gap Fill Pie Chart - Charity Spending and Income Pie Chart - Electricity Generation Pie and Bar Chart - Arrests How to write an IELTS Task 1 Graph How to describe a pie chart How to describe a process Writing about two graphs together Other Bar Chart Gap Fill Line Graph Gap Fill Table Gap Fill Pie Chart Gap Fill Process Gap Fill IELTS Quiz Line Graph Worksheet IELTS Line Graph Quiz Line Graph Examples Language of Change Exercise Common Mistakes IELTS Writing Task 1 Introductions- Band 9 Lesson 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: Great fire of Smyrna (Smer-na) Reading > Academic > P3 > Great fire of Smyrna 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?