【IELTS-Writing & Reading-07】The Secret IELTS Reading Tricks Examiners Don't Want You to Know! (雅思閱讀考官不想讓你知道的秘密技巧!)

【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 Do you agree or disagree that animals should be kept in men made cells? Example Answer It is a highly debatable issue whether animals should be kept in manmade cells or not. I disagree that animals should be kept in men made cells. I feel that zoos are an unsuitable environment for animals, and therefore should be abolished. On one hand, zoo animals are kept in the very confined area compared with their vast natural habitat. In this environment, the animal would lose their instinct for survival like hunting for food. Moreover, caged animals are more likely to suffer from fatal diseases when they have to live in an unnatural space. For example, polar bears are given about 10 metres of walking space whereas in their arctic home they roam for hundreds of kilometres. Similarly, lions and tigers are confined in cages where they lack exercise and stimulation. On the other hand, many zoo authorities don?t provide the necessary foods and proper accommodation and right treatment, which are required for the survival and reproduction of the animals. Furthermore, zoo authorities earn a lot of money to display these wild animals among the general peoples, but this money is not properly utilised among these wild animals. As a result, these animals suffer from various kinds of diseases and the scarcity of foods. Finally, the zoo is an unnatural environment that exposes animals to many dangers. Diseases often spread between species that would never live together naturally. The zoo is inhuman and destroys the natural equilibrium. In conclusion, zoos are unnatural habitats for wild animals, and there is no justification in caging these marvellous creatures of God. Essay
Many students have to study subjects which they do not like. Some people think this is a complete waste of time. Do you agree or disagree with this statement? Example Answer In today's competitive world, broad knowledge is needed to succeed in any field. There are a various variety of subjects that are being taught in schools. However, some of which are not likeable to students but studying them is a must that may seem a waste of time. Therefore, I disagree that it is a waste of time if students study subjects which are not of their interest. Firstly, the trend of teaching all subjects in the school curriculum is being implemented worldwide. All subjects are of great importance and for the holistic development of the students, they need to study all subjects equally at the school level. To add to it, it is a well-known fact that most subjects are related to each other in some way or the other. For example, a basic knowledge of mathematics is needed to excel in computer languages. According to educational policies, students have to become familiar with different subjects in schools to analyse their type of ability and the future scope. Considering what students prefer to learn is indeed quite important. Besides, if students studied only the subjects they like more, they would get better results. Despite this, it seems that the education system has considered all aspects of students' needs. In other words, learners need to recognize what they are fond of during their school time. To put it in a nutshell, I pen down saying that, students should learn all subjects at school level as they are not mature enough to know their real interests at the school level, and broad knowledge is also needed for their holistic development. Essay Students at schools and universities learn far more from lessons with teachers than from others sources (such as the internet, television). To what extent do you agree or disagree? Example Answer Education plays a vital role in an individual's life. It is an undeniable fact that students can learn a lot nowadays from the internet and television and these have become an essential part of education, but I firmly believe that teachers play a more significant role in the classroom. I believe that no amount of technology can ever undermine the importance of the teacher. I would like to disclose my views in the forthcoming paragraphs. To begin with, teachers can stimulate interest, and it is an irrefutable fact that interested stimulated people tend to learn more. Teachers can keep students focused on study. A student studying by himself through the internet and TV may get bored and stop studying. Teachers can encourage students to achieve good scores from their studies, and they can also learn from their trainers how to compete. In addition, teachers are role models for students. They are scholars in action. They not only teach academic subjects, but also many social skills. Furthermore, teachers can make dull and boring subjects interesting by using the new and simple method of teaching, it would ultimately help to create students interest in boring subjects such as Mathematics, Science and History. The teachers recognise the weak points of students and guide them accordingly. On the other hand, it is also true that the internet is an ocean of knowledge. You can get information about any topic on Earth from the internet. But there is no authenticity of this information. What information to get and from where to get requires a lot of expertise. The television also has a lot of educative programmes, but students still need the guidance of the teachers at all stages of learning. Teachers can make even dull and boring subjects seem interesting. So, students learn more from teachers. In crux, it can be confidently conveyed that, learners can learn far more information from topics if it is taught by teachers instead of studying on the internet or television by students. Essay
Do you agree or that improvements in technology reduce the role of Olympic Games? Example Answer The Olympic Games are the world's most important international athletic competition. They bring together thousands of the finest athletes to compete against one another in a variety of individual and team sports. Some people assume that this improvement in technology reduces the role of the Olympic Games but I disagree with this statement. I believe that technology allows us to appreciate everything about the competition and the athletes, who commit their lives to fulfil their dreams. To begin with, winning an Olympic event is the highest honour people can achieve even in modern times. Unknown athletes get the chance to attain national, and in particular cases, international fame. Secondly, the Olympic Games are the best medium of cultural exchange even today. Different people from different countries, religions, cultures etc get together at the Olympics and the participants get a chance to know about other cultures. The Games also constitute a major opportunity for the host city and country to showcase themselves to the world. In my point of view, technology just helps the game to become fairer and more accurate in competitions. Technology plays a part in every aspect of these games, from the first torch relay hand-off to the closing ceremonies. Athletes and trainers use technology in preparing for the games to optimize their training. Sports equipment manufacturers use design technology to build improved apparatus, gear and more that will enable their clients to deliver high-level performance. Broadcasters use technology to better inform viewers of all aspects of the events. The high-tech testing machine, judges can know competitors who used doping to boost their strength in the contest. In conclusion, technology has brought colossal changes in The Olympic Games of today, but in no way have they decreased the role of Olympic Games. IELTS Writing Course Overview Parts 1 & 2 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. 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. Question Types & Language Bar chart Pie chart Line graph Table Process diagrams Map Combination: Bar, Pie, Line, Table - language of: comparison, approximation, change, tense
General probability estimation of appearing on the exam Paragraph Structure Keywords used in IELTS Writing Task 1 IELTS Academic Writing Task 1 requires precise vocabulary to describe visual data (graphs, charts, tables, maps, processes). Using a wide range of accurate words and phrases helps achieve a high Lexical Resource score. 1. Introduction Phrases (Paraphrasing the Question) The chart/graph/table shows / illustrates / depicts / presents / represents ... The diagram gives information about / provides data on ... The figure outlines / compares / demonstrates ... According to the graph/table ... It can be seen / observed from the chart that ... Common visuals: line graph, bar chart, pie chart, table, flow chart, process diagram, map.
2. Trend Vocabulary (for Line Graphs & Changes Over Time) Upward Trends (Increases) Verbs: rise, increase, grow, climb, surge, rocket, soar, shoot up, go up. Nouns: rise, increase, growth, surge, upturn. Adjectives/Adverbs: sharp(ly), steep(ly), dramatic(ally), significant(ly), considerable(ly), rapid(ly), steady, gradual(ly), slight(ly). Downward Trends (Decreases) Verbs: fall, decrease, decline, drop, plunge, plummet, slump, dip, go down. Nouns: fall, decrease, decline, drop, slump, downturn. Adjectives/Adverbs: sharp(ly), dramatic(ally), significant(ly), gradual(ly), slight(ly). Stability & Fluctuation Remain stable / constant / unchanged / steady / level off / plateau. Fluctuate / variation / oscillation. Hit a peak / reach a high / bottom out / hit the lowest point. Examples: "The number of visitors rose sharply between 2010 and 2015." "There was a gradual decline in sales over the period." "Production fluctuated before stabilizing in 2020."
3. Describing Amounts & Proportions (Pie Charts & Tables) Percentages: a large/small/high/low percentage, approximately X%, just over/under X%, around/about X%. Fractions: a quarter / half / two-thirds / three-quarters of ... Proportions: the proportion of ..., accounted for X%, made up X% of ... Comparisons: twice as many/much as, three times higher than, the highest/lowest figure, significantly more/less than, similar to.
4. Time Expressions Over the period / from ... to ... / between ... and ... In the following years / subsequently / thereafter. At the beginning/end of the period. By 2020 / In the year 2015. From then on / afterwards.
5. Comparison & Highlighting Phrases In comparison / by contrast / whereas / while. Similarly / likewise. The most noticeable / striking / significant feature is ... Overall, it is clear that ... There was a considerable variation in ...
6. Useful Collocations & Phrases A sharp increase / dramatic rise / steady growth. Reached a peak of X%. Experienced a slump. Showed an upward / downward trend. Remained relatively stable.
Tips for High Band Scores (7+) Vary vocabulary — Avoid repeating "increase" or "decrease"; use synonyms. Be precise — Use adverbs (sharply, gradually) and adjectives (significant, moderate) to show control. Combine structures — E.g., "There was a significant rise in sales, which peaked at 50% in 2022." Focus on key features and overall trends rather than listing every number. For maps/processes: Use words like "to the north of," "is located," "the next stage involves," "following this."
Practice by describing real IELTS charts and timing yourself (20 minutes). Master these keywords and combine them with good grammar (mix of complex sentences) and clear structure (introduction + overview + detailed paragraphs) for a strong Task 1 response. Good luck! Common Phrases used in Task 1 Writing Here are the most common and useful phrases for IELTS Academic Writing Task 1. These help you achieve a high band score (7+) in Lexical Resource, Grammatical Range, and Task Achievement.
1. Introduction (Paraphrasing the Question) The graph/chart/table/diagram illustrates / shows / presents / depicts / demonstrates ... The diagram provides information about ... The table gives data on ... The line graph / bar chart compares ... It can be seen from the graph that ... Tip: Always paraphrase the question prompt. Avoid copying it word for word.
2. Overview (Most Important Paragraph) Overall, ... In general, ... Generally speaking, ... It is clear / obvious / noticeable that ... As a general trend, ... As can be seen, the most significant change is ... To summarise, the most marked change is ... Tip: Write the overview as a separate paragraph (after the introduction). Highlight 2–3 main features/trends without specific numbers.
3. Describing Trends (Line Graphs & Bar Charts) Upward trends: increased / rose / climbed / grew / surged a significant / considerable / sharp / dramatic increase / rise to increase significantly / sharply / steadily / gradually an upward trend reached a peak / hit a high of ... Downward trends: decreased / fell / dropped / declined / plunged a sharp / significant / dramatic fall / drop / decline to decrease sharply / noticeably a downward trend hit the lowest point / reached a low of ... Stable / Fluctuating: remained stable / constant / unchanged levelled off / plateaued fluctuated (between ... and ...) showed little / no change
4. Describing Amounts & Proportions (Pie Charts & Tables) accounted for / made up / represented / constituted ... the largest / smallest proportion / percentage approximately / roughly / about / just over / just under ... exactly / precisely ... half / a quarter / three-quarters / one-third / two-thirds a small / large / significant / negligible minority / majority twice / three times as high as / much as
5. Comparisons & Contrasts In comparison, ... By contrast, / Conversely, ... ... while / whereas ... ... compared to ... ... higher / lower / greater than ... ... twice / three times as ... as ... the highest / lowest figure was recorded in ... A was significantly higher than B.
6. Highlighting Specific Data / Time Periods In 2005, ... Between 2000 and 2010, ... From 1990 to 2005, ... Over the 10-year period, ... At the beginning / end of the period ... After that, / Following this, ... Thereafter, ... reached a peak in ...
7. Useful Linking & Sequencing Phrases Furthermore, / Moreover, / In addition, ... On the other hand, ... Meanwhile, ... It is worth noting that ... Interestingly, ... This means that ...
Quick Tips for High Scores Use a range of vocabulary (don’t repeat “increase” 10 times). Combine adjectives + adverbs (e.g., “dramatic increase”, “rose sharply”). Focus on key features and comparisons rather than listing every number. Aim for accurate data description (no opinions). Use variety in sentence structures.

Example Sentence Combining Phrases: “Overall, it is clear that the number of visitors rose significantly over the period, reaching a peak of 50,000 in 2020, while the figure for local tourists fluctuated between 10,000 and 15,000.” Practice these phrases with real IELTS charts, and you’ll see your Task 1 score improve quickly. Phases used for Maps, Diagrams, Tables, Mixed/Multiple Charts Here are useful phrases for the specific types of IELTS Task 1: 1. Maps (Changes in a Place Over Time) Introduction: The two maps illustrate the changes that took place in [place] between [year] and [year]. The maps show how [place] has changed over a [number]-year period. Describing Changes: The area was completely transformed. A new ... was constructed / built / developed. ... was replaced by ... ... was demolished / removed. ... underwent significant changes. There was a significant expansion of ... The ... was extended / enlarged. A new ... was introduced. Several ... were added. Location Phrases: in the north / south / east / west / centre of ... to the north of / on the eastern side of ... next to / adjacent to / opposite ... in the vicinity of ... on the outskirts of the town Comparing Maps: In the first map, ... whereas in the second map ... The most noticeable change is ... The area experienced considerable development. There was a dramatic increase in the number of ... The town became more urbanised / modernised. Example: “The most significant change is that a new shopping centre was constructed in the centre of the town, replacing the old market.” 2. Processes (Diagrams / Flowcharts / Life Cycles) Introduction: The diagram illustrates the process of how [something] is produced / made. The flowchart shows the various stages involved in [process]. The figures demonstrate the cycle of [life cycle]. Describing Stages: The process consists of / involves [number] main stages. The first stage begins with ... This is followed by ... Next, / Subsequently, / After that, ... Once ... has been completed, ... At this stage, ... The final stage involves ... The process ends with / concludes when ... Useful Process Vocabulary: is produced / manufactured / generated is transported to / delivered to is heated / cooled / mixed / ground / filtered undergoes a chemical reaction is converted into / transformed into is collected / gathered / harvested is recycled / reused Passive Voice (Very Important for Processes): The mixture is then poured into ... The materials are transported by ... Waste products are removed. Example: “The process consists of six main stages, beginning with the collection of raw materials and ending with the distribution of the finished product.” 3. Tables (Often More Complex Data) Introduction: The table provides information about / compares ... in terms of ... The table gives data on [categories] in [years/locations]. Highlighting Key Features: The highest / lowest figure was recorded in ... ... had the highest / lowest proportion of ... There was a considerable difference between ... and ... ... ranked first / second in terms of ... The most significant / notable feature is ... Describing Data: The figure for A was almost twice as high as for B. While A experienced a steady increase, B remained relatively stable. The data reveals that ... ... accounted for the majority / minority of ...
4. Mixed / Multiple Charts The chart and table together show ... While the line graph illustrates ..., the pie chart shows ... It is interesting to note that there is a correlation between ... and ... Pro Tips for These Types: Maps: Focus on changes (what was added, removed, replaced) and locations. Processes: Use passive voice and sequencing words (first, then, after that, finally). No need for numbers. Tables: Look for maximum/minimum, comparisons, and trends across rows and columns. Always write an Overview paragraph — very important for Band 7+. Common Mistakes Here are the most common writing mistakes in IELTS Academic Writing Task 1 (describing charts, graphs, tables, processes, or maps). Avoiding these can significantly boost your Task Achievement, Coherence, Vocabulary, and Grammar scores.
1. Missing or Weak Overview This is one of the most serious and frequent mistakes. The overview (usually 1-2 sentences after the introduction) must highlight the main trends, differences, or stages. Mistake: Jumping straight into details or writing a vague summary. Impact: Limits Task Achievement to Band 6 or lower. Fix: Always include a clear overview of key features (e.g., overall trend, highest/lowest, major changes).

2. Not Summarizing / Trying to Include Everything Candidates often list every single data point mechanically instead of selecting main features. Mistake: Describing all numbers in order or writing a "shopping list" of details. Impact: Makes the response mechanical and lowers Task Achievement and Coherence scores. Fix: Select key trends, comparisons, and significant highs/lows. Aim for 150–180 words.

3. Poor Paragraph Structure and Organization Writing one long paragraph. No clear introduction/overview. Body paragraphs not logically grouped (e.g., by time period, category, or trend). Lack of progression or linking words. Fix: Use this standard structure: Paragraph 1: Paraphrase the question + Overview. Paragraph 2+: Grouped details with comparisons.

4. Including Personal Opinions or Speculation Mistake: Adding reasons ("because..."), predictions without data support, or personal views. Fix: Stick to objective description of what is shown. No "I think" or "should".

5. Inaccurate Data Description or Misinterpretation Wrong figures or units. Mixing up categories. Incorrect comparisons (e.g., saying "highest" when it's not). Missing key features entirely.

6. Grammar Errors (Very Common) Frequent small mistakes drag down the Grammatical Range and Accuracy score: Articles (a/an/the) Plurals and uncountable nouns Subject-verb agreement Verb tenses (especially mixing past and present) Prepositions (in/on/at, from...to) Comparatives/superlatives (e.g., wrongly using least percentage instead of lowest percentage) Tip: Prioritize accuracy over complexity. Simple, error-free sentences score better than ambitious but faulty ones. 7. Vocabulary Issues Repetition of basic words (e.g., increase, decrease over and over). Wrong word choice or collocations (e.g., rise up instead of rise). Informal language. Overusing vague words like a lot, very big. Strong alternatives: rose sharply, reached a peak, experienced a gradual decline, fluctuated, the highest proportion, etc. 8. Other Frequent Pitfalls Word count errors — Under 150 words (penalty) or far over 200 (wastes time for Task 2). Mechanical listing without comparisons. Poor punctuation (run-on sentences, comma splices). Spending too much time on Task 1 (aim for 20 minutes max). Quick Improvement Tips Practice with real Cambridge IELTS tests and compare your answer to model answers. Spend 2–3 minutes planning (highlight key features). Always proofread for grammar and data accuracy. Learn fixed phrases for introductions and overviews, but vary the rest.
Mastering these areas consistently helps many candidates move from Band 6 to Band 7+ in Task 1. Focus on clear overview + accurate key features + good organization + error-free language. Good luck with your preparation! Common Grammar Mistakes Here are the most common grammar mistakes in IELTS Academic Writing Task 1, based on examiner feedback and common candidate errors. Grammar accounts for 25% of your score, so even small, repeated mistakes can limit you to Band 6 or lower. Accuracy matters more than complexity.
1. Articles (a / an / the / zero article) This is one of the most frequent errors. Missing articles: “There was significant increase...” → “There was a significant increase...” Wrong article: “The chart shows increase in sales” → “The chart shows an increase...” Unnecessary “the”: “The France had higher figures” → “France had higher figures” (most country names don’t take “the,” but the UK, the USA, the Netherlands do). Tip: Use “the” with superlatives (the highest), specific references, and unique things. Learn common exceptions.

2. Subject-Verb Agreement “The pie charts shows...” → “The pie charts show...” (plural subject) “Spending on food were 11%...” → “Spending on food was 11%...” (gerund subjects are usually singular) “The percentage of people have increased” → “has increased” (third-person singular)

3. Verb Tenses Mixing past and present inconsistently when the data is all in the past. Using present tense for past data: “Sales increase sharply in 2010” → “Sales increased sharply in 2010.” Wrong future forms in projections. Rule of thumb: Past data → past tense (rose, fell, was) General truths or current charts → present simple (shows, illustrates) Projections → future forms (is expected to rise)

4. Plurals and Uncountable Nouns “There were many informations” → “There was a lot of information” “Several researches” → “Several pieces of research / studies” “The number of car increased” → “The number of cars increased” Common uncountables in Task 1: information, research, advice, equipment, pollution, traffic, data (often treated as uncountable).

5. Prepositions Time: in 2010, between 2000 and 2010, from 2000 to 2010, at the beginning/end “Increased by 20%”, “decreased to 15%”, “rose from 10% to 25%” “Spending in housing” → “Spending on housing”

6. Punctuation and Sentence Structure Issues Comma splices: Joining two full sentences with only a comma. Missing commas in complex sentences (e.g., after introductory phrases or before “while”). Run-on sentences or sentence fragments. Incorrect use of “however”, “therefore”, etc. (often needs a semicolon or new sentence).

7. Other Frequent Errors Comparatives & Superlatives: “higher than”, “the highest proportion”, “significantly lower”. Numbers vs Words: Write small numbers in words in formal writing (though figures are often acceptable for data; be consistent). Capitalization: Incorrect capital letters for words that are not proper nouns. Overly ambitious structures: Forcing complex grammar you’re not confident with, leading to errors.
Quick Improvement Strategies Spend 1–2 minutes proofreading specifically for these errors. Practice with Cambridge IELTS books and compare against model answers. Learn fixed accurate phrases (e.g., “experienced a dramatic rise”, “reached a peak of”). Focus on error-free simple & compound sentences rather than risky complex ones for higher accuracy.
Mastering these areas helps many candidates move from Band 6 to Band 7+ in Grammar. Combine this with strong Task Achievement (clear overview + key features) for the best results. Keep practicing! Video Example: The chart below shows the value of one country's exports in various categories during 2015 in 2016. The table shows the percentage change in each category of exports in 2016 compared with 2015. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. 20 mins Answer:
The bar chart illustrates a country's export values across different sectors in 2015 and 2016, while the table presents the percentage of fluctuations in each category between the two years. Overall, the earnings increased in all categories except for gems and jewellery. Textile exports recorded the most significant growth, representing a key contributor to the overall positive trend. Petroleum products experienced a modest 3% increase, reaching around $63 billion in 2016. Engineered goods demonstrated a more substantial positive trend, with an 8.5% growth, resulting in revenue of approximately $61 billion in 2016. In contrast, gems and jewellery faced a decline in export earnings, dropping from around $44 billion in 2015 to about $41 billion in 2016, representing a notable 5.18% change. Agricultural goods witnessed a marginal positive shift, with a 0.81% increase in 2016. On the other hand, textile exports grew remarkably by 15.24%, soaring from $26 billion to around $32 billion in 2016. Example 1: Combination The pie chart shows the percentage of carbon dioxide (CO2) emitted by the 6 biggest polluters in 2015, while the bar graph shows the top 6 emitters per capita in the same year. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. 20 mins The pie chart compares the distribution of worldwide CO2 emissions by country in 2015. The bar graph illustrates six countries with the highest emitters of carbon dioxide per capita in the same year. Overall, it can be clearly seen that the largest contribution of global CO2 emissions in 2015 was dominated by the rest of the world and China, while Saudi Arabia contributed the highest amount of carbon dioxide emissions per person in metric tonnes. On the one hand, the Rest of the World and China produced more than one-third of the global CO2 emissions in 2015, followed by the United States and India, which stood at 17% and 7%, respectively. The rest of the countries, including Russia, Japan and Germany, accounted for less than 5%. On the other hand, the biggest rate of CO2 emission per person came from Saudi Arabia at 16%. This was followed by the United States, Australia, and Canada at 15%, with South Korea and Russia contributing 12% and 10%, respectively. Interestingly, Saudi Arabia, who have the highest emitter per capita, is not listed in the top six countries of CO2 emissions. Furthermore, China and India, which are among the top 3 emitters of global CO2, are not listed in the top six CO2 producers on a per-person basis. The two charts compare data about the biggest carbon dioxide producers by country and per person in 2015. Overall, it is clear that although China and the USA generated almost half of the world's emissions in the year, the highest polluters on an individual level were from Saudi Arabians. Interestingly, despite being in the top 3 emitters globally, the developing nations of China and India were not among the highest CO2 producers on a per-person basis. According to the pie chart, 31% of global CO2 emissions came from China in 2015, followed by 17% produced by the USA. India, Russia, Japan and Germany accounted for approximately one-fifth, and the rest of the carbon dioxide came from all the other nations of the world. In terms of the emissions per person, illustrated by the bar graph, the biggest rate of CO2 emission per person came from Saudi Arabia at 16%. This was followed by the United States, Australia, and Canada at 15%, with South Korea and Russia contributing 12% and 10%, respectively. Interestingly, Saudi Arabia, who have the highest emitter per capita, is not listed in the top six countries of CO2 emissions. Quiz: Mixed Charts in IELTS Academic Writing Task 1 Practice Questions Example 2: Combination 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 Key Writing Steps These are the steps you need to take to describe a bar and line graph together (or any two graphs) that may differ slightly from when you describe one graph. Introduction When you state what the graph shows, mention both of them. Here is a sample first sentence of the introduction: The line graph illustrates the number of visitors in millions from the UK who went abroad and those that 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. Remember to write/paraphrase this in your own words and not to copy from the question. Next, mention the key points from the graph, the most interesting things from each: Overall, it can be seen that visits to and from the UK increased, and that France was the most popular country to go to. Body Paragraphs If there are two graphs and a lot of information, you will have to be careful not to describe everything, as you may then have too much information. Also, the examiner is looking to see that you can select the important things and not describe every single detail. So the key skill when you have two graphs is being able to pick out the important information or summarize things in a concise way; otherwise, you will end up writing too much and probably run out of time. Here is an example description for the bar and line graph. It's organised as follows: First body paragraph: The Line Graph Second body paragraph: The Bar Chart 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. By far 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. You will not usually need to mix up the descriptions. This will only make things complicated and difficult to follow. Writing about the first one and then the second one is ok for a bar and line graph or any others that appear together. Answer: The line graph illustrates the number of visitors in millions from the UK who went abroad and those that 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 significantly, and that France was the most popular country to go to. To begin, the number of visits abroad by UK residents was higher than for those who came to the UK, and this steadily increased 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 This line and bar chart would get a good score as it meets the requirements of the task. Note that the introduction mentions both the line and bar charts: The line graph illustrates the number of visitors in millions from the UK who went abroad and those that 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. 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 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. Example 3: Combination Common words used in the introductionExample, The chart: shows, illustrates, presents,demonstrates Answer Example: 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 4: Combination The pie chart shows the percentage of women in poverty, and the bar chart shows poverty rates by sex and age. They are from the United States in 2008. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes: 2 Maps before and after Development of the village of Ryemouth between 1995 and the present. Compass Hotel, cafe, most houses remain Answer: The pie chart illustrates the proportion of women in poverty by household composition in the United States in 2008, and the bar graph indicates the differences in rates of poverty by sex and age. Overall, it can be seen that single women with no dependent children made up the largest group in poverty and that poverty was highest for women and children. The pie chart shows that single women suffered from poverty the most. Single women without children represented 54% of the total in poverty, and poverty for those with dependent children stood at just over a quarter. Married women with and without children accounted for the remaining fifth, or 20%. Turning to the bar chart, poverty rates were highest amongst children, and the rates were roughly equal for males and females, at around 21% for under 5s and 15% for 5-17 year olds. However, from ages 18-24, the gap between men and women widened significantly, with approximately 14% of men in poverty compared to over 20% for women. Poverty declined throughout the adult years for both sexes, but a gap remained, and this gap almost doubled in old age. Example 5: Combination The line graph below shows the number of books that were borrowed in four different months in 2014 from four village libraries, and the pie chart shows the percentage of books, by type, that were borrowed over this time. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes Line graph and pie chart The number of books that were borrowed in four different months in 2014 from four village libraries, and the pie chart shows the percentage of books, by type, that were borrowed over this time. Answer: The line graph depicts the number of books that were loaned out from four libraries over a four-month period, and the pie chart illustrates the proportions of books borrowed in terms of genre. Overall, it is immediately apparent that the borrowing patterns for each library were quite varied and that fiction was by far the most popular type of book. The borrowing of books at Sutton Wood and Ryeslip began fairly high, at 250 and 300 per month in June, respectively. However, while book borrowing at Ryeslip fell steadily to around 175 at the end of the period, borrowing at Sutton Wood followed a much more erratic pattern. It plummeted to 100 in August, before then rising steeply to finish at 300, which represented the highest level of borrowing of the four. Borrowing at West Eaton and Church Mount, meanwhile, followed very similar patterns, with both starting quite low at 50 per month, but then gradually increasing to finish at 150. Moving on to the types of books borrowed, fiction was in demand the most, at 43%. The next most popular books were biographies, accounting for around a fifth of the total. The borrowing of science and history was identical, at 14% each, leaving self-help as the least popular at 10%. Comments Task Achievement The graph covers all the requirements of the task, which are to describe both of the diagrams, highlight the main features and make comparisons. There is no irrelevant information, and the data is referred to in order to support the description. Coherence and Cohesion The ideas are arranged in a logical way, so the graph description is easy to read and follow. Paragraphing is used well, as there is an introduction and then separate paragraphs with the various patterns. Lexical Resource There is a sufficient range of vocabulary used with precision and flexibility. Grammatical Range and Accuracy There are wide range of sentence structures used, demonstrating that the writer can use a mix of simple and complex sentence forms. Example 6: Combination The bar chart below shows the numbers of men and women attending various evening courses at an adult education centre in the year 2009. The pie chart gives information about the ages of these course participants. Summarise the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes Bar and pie charts The bar chart below shows the numbers of men and women attending various evening courses at an adult education centre in the year 2009. The pie chart gives information about the ages of these course participants. Answer: The bar graph presents the number of males and females at an adult education centre who attended different evening classes in 2009. The pie graph displays data on the students’ ages. Overall, females were seemingly more interested in the classes than men. Age-wise, night classes appealed more to older people than younger people. As seen in the bar graph, more females attended the classes than males. The most popular class for women was in languages (40), which saw twice as many women attending as men. Painting courses were also popular, with more equal attendance, though women still outnumbered men, at 30 and 25 respectively. Drama again witnessed double the attendance for women over men. The only course with more men was sculpture, for which 10 men signed up versus only 5 women. Regarding age, the course participants were predominantly from the senior category, those 50 years old and above, and people in their forties, with 42% and 26%, respectively. Next came the thirty-year-olds (16%) and the twenty-year-olds (11%). Very few students attending the evening classes were under 20 years of age. Example 7: Combination The pie chart shows the percentage of persons arrested in the five years ending 1994, and the bar chart shows the most recent reasons for arrest. Summarise the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words. 20 mins Notes Teo pie charts and a horizontal bar chart The pie chart shows the percentage of persons arrested in the five years ending 1994, and the bar chart shows the most recent reasons for arrest. Answer: The pie chart illustrates the percentage of males and females who were arrested from 1989 to 1994, while the bar chart compares the main reasons that the different genders were arrested most recently. Overall, it is evident from the charts that males were arrested more than females and that public drinking was the most common reason for arrest for both. To begin, the proportion of males arrested was much greater than that of females. 32% were arrested compared to only 9% for women. Turning to the reasons for the most recent arrests, there were some clear differences between men and women. Men were twice as likely to be arrested for drink driving as women, at 26% and 14% respectively. Breach of order, theft, and other reasons were also slightly higher for men, with all these offences standing in the range of 12-18% for both sexes. Interestingly, though, women experienced a higher percentage of arrest rates for assault and public drinking. The figures for assault were fairly similar at approximately 18%, whereas public drinking represented the main reason for arrest, with women at a massive 38%, compared to 31% for men. In a small percentage of cases, no answer was given. References Exercise 1: Pie Chart Exercise: Gap Fill Exercise 2: Line Graph Worksheet - Gap Fill Exercise 3: Table Worksheet - Gap Fill Exercise 4: Process Diagram Worksheet - Gap Fill Exercise 5: Map Worksheet - Gap Fill Map: How To Write an IELTS Map Essay Multiple Task 1 Samples Prepositions in Graphs Practice Idioms Practice Collocation Quiz Phrasal Verb Quiz Academic Word List Common Mistakes 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: Neuroaesthetics Reading > Academic > P2 > Neuroaesthetics Writing Task 1 Writing Task 2 Academic Reading 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?