【IELTS-Writing & Reading-02】Understand IELTS Writing: Tips and practice questions for Task 1 and 2 (理解雅思寫作：任務 1 和 2 的技巧和練習題)

【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 It is inevitable that traditional cultures will be lost as technology develops. Technology and traditional cultures are incompatible. - To what extent do you agree or disagree with this view? - Give reasons for your answer and include any relevant examples from your own knowledge or experience. Example Answer There is a global tendency for traditions to be lost as technological progresses are achieved. While we ought to be concerned about maintaining our cultures alive, I reckon it is quite hard for technology to coexist with them. To commence with, advances in machinery and computers have been great allies in the betterment of society: they have increased our communication capabilities, through the radio; and reduced gasoline consumption, thanks to solar panel. In addition, masses from rural and indigenous areas can now access a worldwide network of valuable information; thus, having increased opportunities for success in life. Hence, the positive impacts that technology brings for the society cannot be undermined. Despite machinery?s upsides, the downside is that traditions are being lost due to these advances. As communications improve and bring education to both developed and underdeveloped countries, more and more people will discover what the world has to offer outside their social circles. These individuals, especially young children, will acquire a tremendous amount of curiosity to discover the world, while leaving aside their traditions. In my viewpoint, this cultural disappearance is a normal phenomenon. Though I think it is important not to forget our cultural practices and origins, I stand with the idea that technology may someday displace them, but it will be worth it because we will have a more educated and prepared society. Essay
In some countries, increasing number of people are suffering from health problems as a result of eating too much fast foods. Therefore, government should impose higher taxes in this kind of food. Do you agree/ disagree? Example Answer Due to urbanization and exposure to the multiple cuisines, people are inclining more towards the junk food which is accounts to numerous health related issues. Some people are of the opinion that as these foods are unhealthy, government should also impose strict taxes against them. I second with this statement. There are umpteen factors why higher taxes should be put up on these foods. First and foremost, reason is that these foods are extremely hazardous for health of individuals as they have a high amount of toxic ingredients like Monosodium glutamate, palm oil, which makes these foods feel good at tongue, so people consume high amounts of these foods which in turn results in genetic disorders in children. So, if taxes are levied, the cost of these foods would surge and thereby causing an alleviation in the demand. For example, In America, a plethora of people are suffering from obesity and heart diseases and the reason is excessive consumption of fast-food in their daily routine. On the other hand, imposing heavy tax is believed not to be the only way to solve this problem, other effective methods need to be considered. First of all, governments should restrict the sale of junk food or limit advertisement, especially on school campus. This would result in less demand and less supply of it. Health education is said to be the second strategy. Children and teenagers should be made aware about the harmful effects such foods have on their development which would autonomously reduce the demand and consumption of junk food. To encapsulate, although the enormous intake of fast-food is dangerous and there should be strict measures to restrict their consumption. Essay Present a written argument or case to an educated reader with no specialist knowledge of the following topic. In some countries, an increasing number of people are suffering from health problems as a result of eating too much fast food. It is, therefore, necessary for governments to impose a higher tax on this kind of food. To what extent do you agree or disagree with this opinion? Example Answer The growth of the fast-food industry has changed the eating habits of many societies around the world. Diabetes, high cholesterol, heart and respiratory problems are increasing. However, the question is whether the higher tax would improve this situation or not? This essay will elaborate on the whether levying taxes on fast food will change the eating of the people or not. From an economic point of view, the higher tax might seem sensible. In countries like the USA, Australia and Britain; the healthcare system spends most of its budget on people. People have caused their illnesses because of their choice of food. In this case, why should they expect the state to pay for their treatment? The tax could fund the healthcare system. However, we also need to consider which socio-economic group consumes fast food as a vital part of their diet. Statistics show that lower-income groups eat more of fast-food than wealthier people. One possible reason for this is that fast food is cheaper than fresh produce. This is because many governments offer large subsidies to farmers who give products for the fast-food industry, such as corn, wheat and beef. Fruit and vegetables, however, are not subsidised. Research suggests that many families simply cannot afford to buy healthy food or pay higher taxes on fast food. For them, fast food is not a choice, but a necessity. In conclusion, imposing a higher tax on fast food isn't the answer. If the government chose to do this, it would lead to greater poverty, and hardship to the families in future. Essay
Government should provide free public transportation facilities 24/7 to reduce the traffic congestion. To what extent do you agree or disagree? Example Answer Traffic congestion has been one of the main concerns to the government, and providing free public transport 24/7 can be one possible solution. While most of them agree with this, others maintain that free public transport is not going to resolve traffic problems. This essay will elaborate on both views. First of all, let us try to analyze the relationship between traffic congestion and public transport. Earlier, many people depended on public transport due to which there was a minimal obstruction in traffic. Eventually, private vehicles have increased, and traffic also increased along with them. We cannot ignore the fact that 24/7 transport has become a basic requirement in today?s fast-paced world. From these facts, one may conclude that traffic congestion can be dealt with by introducing an efficient, round the clock, government-sponsored free public transport. The other side of the coin is, however, that introducing free transport will not be beneficial unless it is dependable for all sectors of society. It would be unfair not to mention that fact that it is going to be an enormous task for the government to implement free transportation for the whole country. Although it is a huge task to implement, it is going to have a great impact on everyone?s life. For instance, Japan has implemented 24/7 free public transport, and its roads are free of traffic. To sum up, public transport at no cost can bring a massive change in traffic congestion if the government can implement it successfully. I strongly believe that the administration of every country should implement this, to achieve the best results in reducing traffic jams. Task 1 Report Writing 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 Words: 150+ 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 . Marking Criteria 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 (tenses: past, present, future) Each carries 25% of the marks. Task 1 - Main types of charts Bar chart Pie chart Line graph Table Diagram or process Map Combination of above Probability of the above appearing on the exam Examples of Language of Change Vocabulary for Describing Graph Trends Bar Chart Gap Fill IELTS Writing Task 1: Lessons, Tips and Strategies Example 1: Bar Chart The i nformation below is about high school graduation in 3 countries. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. Notes: Bar Chart 3 Countries: Mexico, Portugal, Luxembourg Time: 2005 - 2011 (years) Key Feature 1: Highest/ Lowest Graduate Rates: Mexico lowest, Portugal highest Key Feature 2: Trend: Luxembourg started highest, but steadily reduced whilst Mexico started lowest, but steadily increased and looks likely to overtake Luxembourg as 2nd. Answer The bar chart ( illustrates/ shows ) high school graduate rates in three countries, Mexico, Portugal, and Luxembourg, between 2005 and 2011 . Overall , Mexico has the lowest   graduate rate, whereas  Portugal has the highest   overall  graduate rate. Luxembourg initially had the highest graduate rate, but decreased steadily, whilst  Mexico has increased steadily . Mexico began with the lowest ratio at 20% and steadily rose  to 30% in 2007, 40% in 2009 and about 52% in 2011. ( In contrast / On the contrary ), Luxembourg had the highest graduation rate at 80% in 2005, but steadily declined to about 72%, 65% and 60% in 2007, 2009 and 2011,  respectively . ( Finally/ Lastly ,) Portugal , dramatically rose  from approximately 54% in 2005 to 70% in 2007. It peaked  at 95% in 2009, then dropped to  85% two years later. Looking at (the overall trend / these trajectories ),  it appears Portugal is most likely to maintain the highest graduate proportion rate , whereas   Mexico could overtake Luxembourg  as the second highest graduate rate. Example 2: Bar Chart The chart shows components of GDP in the UK from 1992 to 2000. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. Notes: Bar chart Gross Domestic Product (as a % of GDP - percentage) IT and Service Industries Country: UK Time: 1992 to 2000 Key Feature 1: overall trend 1992 to 1996 Key Feature 2: overall trend 1988 to 2000 Answer The bar chart illustrates the gross domestic product  generated from the IT and Service Industry in the UK from 1992 to 2000. It is measured in percentages. Overall , it can be seen that both increased as a percentage of GDP , but IT industry remained at a higher rate compared to  the Service Industry throughout this time. At the beginning   of the period , in 1992, the Service Industry accounted for 4 per cent of GDP , whereas IT exceeded this, at just over 6 per cent.   Over the next four years ,  the levels became closer, with both components standing between 6 and just over 8 per cent . IT was still higher overall, though it dropped slightly from 1994 to 1996. However , over the following four years , the patterns of the two industries were noticeably different. The percentage of GDP from IT increased quite sharply to 12 in 1998 and then nearly 15 in 2000, while the Service Industry stayed nearly the same , increasing to only 8 per cent.  At  the end of the period , the percentage of GDP from IT was almost  twice that of   the Service Industry. Comments The introduction explains what the graph is about, and gives an overview of the main points. The body paragraphs are ordered logically and clearly. The first body paragraph discusses the first three years, where the patterns are fairly similar. This is contrasted in the second body paragraph, where the GDP of each country diverges noticably. There are a wide variety of sentence structures and the language of change is correctly used. The correct tense - the past - is used. Example 3: Bar Chart The bar chart shows the scores of teams A, B and C over four different seasons. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes Bar chart 3 teams A, B and C Points vs Seasons (Scores by team per season) Point numbers provided (min 5, max 62) Time: 2002 to 2005 Trend: Teams A and C rise and peak 2003-4, Team B peaks in 2002, drops 2003/4, rises 2005. Describe in 2 halves. Team B relative size of B over the other teams, steep drop over the first three years, sudden rise in Team A in 2004 and its steep drop again. Body Paragragh 1: overall trend 2002 to 2004 Body Paragragh 2: overall trend 2004 to 2005 Answer The bar chart illustrates the scores of three teams, A, B and C, over four consecutive seasons. Overall, it is evident from the chart that team B scored far higher than the other two teams over the seasons, though their score decreased as a whole over the period. At the start of this period in 2002 , the score of team B far exceeded that of the other two teams, with the highest points  at 82 compared to only 10 for team C and the lowest points   of 5 for team A. Over the next two years , the points for team B decreased quite considerably, dropping by  around half to 43 by 2004, but they still remained above the points for the other teams.  However , though team A and C's points were lower, they were rising. Team A’s points had  increased by 600% from 2002 to reach 35 points by 2004, nearly equal to team B. Team C, meanwhile , had managed only a small increase over this time. In the final year,  team B remained ahead of the others as their points increased again to 55, while team A and C saw their point scores  reverse and drop  to 8 and 5, respectively . Comments The largest or biggest data is not always the most important but in this case you should see that what stands out above everything else is the size of Team B . It's much higher than the others throughout the period. So in this case this is likely to be a good piece of information to select for the overview  (the main trend of the IELTS bar graph): It is evident from the chart that team B scored far higher than the other two teams over the seasons, though their score decreased as a whole over the period. It is then important in your description to pick out the main features and make comparisons  as you are told to do in the prompt. What you should not miss as they are likely to be seen to be key features by the examiner are: The relative size of B over the other teams It's steep drop over the first three years The sudden rise in Team A in 2004 and its steep drop again The importance of Team B in this IELTS bar graph is highlighted in the first body paragraph, with detail on how it remained high and above the other two teams.  It is then pointed out how Team A and C's points increased, especially A, then fell again, while Team B rose again at the end after falling. Example 4: Bar Chart The following bar chart shows the different modes of transport used to travel to and from work in one European city in 1960, 1980 and 2000. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes Bar chart Transport modes in a European city Different modes of transport used to travel to and from work (commute to work) Mode of transport: bus, car, bike, foot Years: 1960, 1980, 2000 Percentage of total travellers Answer: The bar chart displays the changing patterns of transport use in a European city during the period from 1960 to 2000. Overall, the chart shows that the use of the car as a means of transport dramatically increased over the period shown, while the others fell. (In detail/ Looking at the details ), in 1960, the motor car was used least as a method of transport, with only about 7% of the population using this method but car use grew steadily and strongly to finally reach about 37% of the population by 2000. This was a massive 5-fold increase in use. Over this same period , however , the popularity of walking, which had been the most popular means of transport with 35% of the population in 1960 having it as their preferred way of getting around, fell to 10%. Bicycle use also fell from a high of about 27% in 1960 to just 7% in 2000. On the other hand,  bus use was more erratic being popular with almost 20% of the population in 1960 and rising to a peak of about 27% in 1980 before falling back to about 18% in 2000. Comments In this case organising by years  or by modes of transport  are two possible options. In the IELTS bar chart response, it has been organised by mode of transport, with each discussed in turn. Good organisation is essential for a high score as without it the examiner may get confused as they read it, thus affecting your score for coherence and cohesion .  You must also make sure you refer to the data  now and again to support your analysis, and make sure you vary the language  used. There are several examples in the IELTS bar chart of the language of change  used well: car as a means of transport dramatically increased  over the period shown, while the others  fell . motor car was used least car use grew steadily and strongly massive 5-fold increase  in use. popularity of walking fell to  10% bus use was more erratic rising to a peak of  about 27% Try to make complex sentences and structures  in your description. Example 5: Bar Chart The chart shows British Emigration to selected destinations between 2004 and 2007. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes This chart is over time, so it uses the language of change as well as language of comparison and contrast. Answer The bar chart illustrates  the number of British people who emigrated to five destinations over the period 2004 to 2007. Overall , it can be seen from the chart that throughout the period, the most popular  place to move to was Australia. Emigration to Australia stood at just over 40,000 people in 2004, which was approximately 6,000 higher than for Spain , and twice as high as the other three countries. Apart from a jump to around 52,000 in 2006, Australia remained around this level throughout the period. The next most popular  country for Britons to move to was Spain , though its popularity declined over the time frame to finish at below 30,000 in 2007. Despite this, the figure was still higher than for the remaining three countries. Approximately 20,000 people emigrated to New Zealand  each year, while the USA  fluctuated between 20-25,000 people over the period. Although the number of visitors to France spiked to nearly 35,000 in 2005, it was the country that was the least popular  to emigrate to at the end of the period, with just under 20,000 people. Comments The bar graph starts by introducing what it shows . Importantly, it paraphrases the prompt rather than copying it. There is then a good overview  which selects the main trend in the graph.  It is clearly organised: Describing the most interesting data first, which is the high emigration levels to Australia. The second body paragraph then focuses on three other countries, which were lower than Australia but did not fluctuate much over the years. Lastly France is described, with the fact that it spiked in one year highlighted.  The content in the bar graph is good as key trends  are identified and highlighted, comparisons  are made, and data  is selected to support the description when needed.  There is also a good mix and range  of vocabulary and grammatical structures. Example 6: Bar Chart The bar chart shows the participation of children is selected leisure activities in Australia. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes: Bar chart Leisure Activities Age: 5 to 14 years Boys vs Girls Country: Australia Figures in Percentages Answer : The graph indicates the level of participation in various leisure activities between Australian boys and girls aged 5 to 14 years old. It shows what percentage of each group have enjoyed these activities, and shows which activities are more popular by gender. Overall, the boys in this age group engage in a higher number of included leisure activities than the girls, with higher participation levels in all activities except art and craft. As we can see, watching TV and videos is the most popular activity for children in this age group with 100% of the boys and girls surveyed having been involved. The least popular activity overall is skateboarding/roller-blading, as it saw the lowest overall participation rate amongst the boys and girls, at around 38% and 28% respectively. The boys show a preference for electronic games, which were enjoyed by 80% of them, and outdoor activities, such as bike riding, which 70% of all boys surveyed had participated in. They were less interested in arts and crafts. The girls on the other hand took part in bike riding, electronic games, and art and craft at similar rates, with all at around 60% participation. Comments The graph is introduced  and there is an overview  selecting some of the important trends. The body paragraphs then proceed to look in more detail at the categories and data, making good comparisons  between the boy and girls and drawing out the main features . There is also a good use of grammar and vocabulary, both of which are accurate  and show a range of grammatical structures and words .  Example 7: Bar Chart The chart below shows changes in average house prices in five different cities between 1990 and 2002 compared with the average house prices in 1989. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes: Answer: The bar chart compares the average prices of houses in five cities in 1990-1995 and 1996- 2002 with average prices in 1989. Overall, it can be seen that while the first period saw quite a significant drop in average prices compared to 1989 in several cities, the following time frame tended to experience a reversal of this trend in most of the locations. From 1990-1995, three of the cities, namely New York, Tokyo, and London, saw average prices that were around 5% to 7.5% lower than in 1989. On the contrary, the cost of houses in the cities of Madrid and Frankfurt was slightly higher, by approximately 2% and 2.5% respectively.  Turning to 1996-2002, prices looked very different. Madrid and Frankfurt continued to see higher prices comparative to 1989, but while in Madrid they were now 4% higher, in Frankfurt they were only 2% above 1989 levels. In Tokyo, the only city to remain in negative territory, prices were still below 1989 levels, standing at -5%. The most noticeable changes, however, were evident in both New York and London, with the former seeing average prices at 5% above those of 1989, the exact opposite of the previous period. London, though, had had a significant turnaround, with prices now 12% higher.  Comments Having a well-organised answer is a key factor in scoring well on the Task 1 as an answer that is not well planned will be difficult to follow and confuse the examiner.  So ensure you take some time at the beginning to decide how best to present the information given to you in the chart.  This chart looks at little confusing at first, but you are basically comparing the first bar chart to 1989, then the second one to 1989, in terms of whether prices are higher or lower. You should always make sure you note the main changes or features. In this case it is immediately noticeable how much lower the prices are in the first chart, while in the second chart two cities in particular (Tokyo and London) have seen a turnaround.  So you must refer to these in your response.  Example 8: Bar Chart 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. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes: 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. 2  general trends: 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. Answer : 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. 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. Between the academic periods 1970/1 and 1990/1, the figures for men studying full-time grew in steady increments, beginning at 100,000 in 1970/1 and rising to nearly 300,000 in 1990/1. 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 1970/1 was roughly half that of men, showing a greater take-up than men between 1970/1 and 1980/1. 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 1970/1 to 1,000,000 by 1990/1. For men, on the other hand, the figure fluctuated. From 1,000,000 in 1970/1, they had dropped by almost 200,000 by 1980/1 but recovered slightly in numbers by 1990/1. Over the whole time period, the trend between men and women in part-time education reversed, with male students being greater in number in 1970/1 and female students taking pole position by 1990/1. Example 9: Line & Bar Chart The bar chart shows the monthly spending in dollars of a family in the USA on three items in 2010. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes : This chart is over time which requires language of change . Also it requires comparing and contrasting  the items listed.This is about the levels of spending of a family on three household items - gas, food and clothing. Answer : The bar chart depicts the monthly expenditure on food, gas and clothing of a family living in the USA in 2010. Overall, it can be seen that levels of expenditure fluctuated over the period. To begin, in January the most money was spent on food, at approximately $500 per month.  Although expenditure on food increased slightly the following month, it then fell to account for the lowest expenditure of all the items at the end of the period at just over $300. Gas appeared to follow the opposite pattern to food spending. It started lower at about $350 per month, falling in the following month, and then increasing significantly to finish at just under $600 in April. Clothing, which at just over $200 accounted for the lowest expenditure at the beginning of the period, fluctuated dramatically over the time frame. After reaching around the same levels as food in February (nearly $600), it dropped markedly in March, then jumped to just under $700 in the final month. With the exception of an increase in March, average spending decreased slightly over the four months.   Comments Importantly however, even though each item is described in turn, the description does not  just describe each item in isolation. You will notice that comparisons are made between the items  throughout the description. For example: ...it then fell to account for the lowest expenditure   of all the items  at the end of the period... Gas appeared to follow the opposite pattern to food spending. Clothing, which at just over $200 accounted for the lowest expenditure  at the beginning of the period,... There is also evidence that the candidate knows how to write complex sentences: Although expenditure on food increased... Clothing, which at just over... After reaching... There is also a good mix of comparison / compare sentence structures  and language of change . The correct tense is used (past simple) as the graph is referring to completed actions in the past. Example 10: Line & Bar Chart The line graph shows visits to and from the UK from 1979 to 1999, and the bar graph shows the most popular countries visited by UK residents in 1999. Summarise the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes: Answer: The line graph illustrates the number of visitors in millions from the UK who went abroad and those who came to the UK between 1979 and 1999, while the bar chart shows which countries were the most popular for UK residents to visit in 1999. Overall, it can be seen that visits to and from the UK increased, and that France was the most popular country to visit. To begin, the number of visits abroad by UK residents was higher than for those who came to the UK, and this remained so throughout the period. The figures started at a similar amount, around 10 million, but visits abroad increased significantly to over 50 million, whereas the number of overseas residents rose steadily to reach just under 30 million. The most popular countries to visit in 1999 were France, with approximately 11 million visitors, followed by Spain at 9 million. The USA, Greece, and Turkey were far less popular at around 4, 3 and 2 million visitors respectively.  Comments The introduction mentions both the line and bar chart: The line graph illustrates the number of visitors in millions from the UK who went abroad and those who came to the UK between 1979 and 1999, while the bar chart shows which countries were the most popular for UK residents to visit in 1999. The overview also mentions both: Overall, it can be seen that visits to and from the UK increased, and that France was the most popular country to go to. The first body paragraph then goes on to explain the data from the line graph, and the second body paragraph presents the data from the bar chart.  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. Key words at approximately 8% in percentages at only 5% are similar gender the least more than around 33% at the same level percentages for school children equal is exactly 4% for bar chart illustrates Exercises Bar Chart Gap Fill Line Graph Gap Fill Table Gap Fill Pie Chart Gap Fill Process Gap Fill Reference (only) You will have to describe, summarise or explain the information in your own words. For example, you may be asked to: describe and explain data describe the stages of a process describe how something works describe an object or event 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 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 details 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. 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? Example: 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. Notes : 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. 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.
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. 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 ) 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 in the body of the essay. Make clear comparisons about the general trends . 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. Form these ideas into two or three sentences. State the information simply using synonyms where possible. No elaborate vocabulary or grammar structures are required, just the appropriate words and correct verb tenses. 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 1970/1 and 1990/1, the figures for men studying full-time grew in steady increments, beginning at 100,000 in 1970/1 and rising to nearly 300,000 in 1990/1. 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 1970/1 was roughly half that of men, showing a greater take-up than men between 1970/1 and 1980/1. 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 1970/1 to 1,000,000 by 1990/1. For men, on the other hand, the figure fluctuated. From 1,000,000 in 1970/1, they had dropped by almost 200,000 by 1980/1 but recovered slightly in numbers by 1990/1. Over the whole time period, the trend between men and women in part-time education reversed, with male students being greater in number in 1970/1 and female students taking pole position by 1990/1. Full Example: The bar graph illustrates how many male and female students were studying full-time and part-time in Britain during the years 1970/1, 1980/1 and 1990/1. 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. Between the academic periods 1970/1 and 1990/1, the figures for men studying full-time grew in steady increments, beginning at 100,000 in 1970/1 and rising to nearly 300,000 in 1990/1. 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 1970/1 was roughly half that of men, showing a greater take-up than men between 1970/1 and 1980/1. 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 1970/1 to 1,000,000 by 1990/1. For men, on the other hand, the figure fluctuated. From 1,000,000 in 1970/1, they had dropped by almost 200,000 by 1980/1 but recovered slightly in numbers by 1990/1. Over the whole time period, the trend between men and women in part-time education reversed, with male students being greater in number in 1970/1 and female students taking pole position by 1990/1. 219 words Task 1 Example: 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 . 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. Intro & Overview Example 1 The diagrams above below the stages and equipment used in the cement-making process , and how cement is used to produce concrete for building purposes. Introductions: The two  diagrams illustrate/ demonstrate  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  diagrams illustrate / demonstrate  the stages and equipment used in the production  of cement , and how cement is used to produce concrete for building purposes. Overview: Overall ,   cement production (requires/ involves)  five stages: crush ing , mix ing , heat ing , grind ing  and bagg ing . Concrete production involves pouring  four materials (Cement, Water, Sand, and Gravel) into a concrete mixer. Example 2 The two maps below below 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. Introductions: • 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 . Afterits development into a tourist attraction, it has a pier, reception, restaurant,  accommodation and swimming area constructed . The palm trees and  beach remain the same. 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. 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: Black September Reading > Academic > P1 > Black September 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?