Lesson 1: IELTS Task 1 Describing a Graph Over Time

This lesson explains how to describe a line graph or bar chart for IELTS task 1 that is over time. This uses an example of a bar chart, but it will be the same for a line graph. When you get a chart or graph to describe, it is always important to check whether there is a time frame or not. If there is, you will need to use the language of change. However, it is not enough just to describe the changes of each element (ActiveX, Java and Net in this case) on their own and ignore how they relate to each other. Look at the question you are asked to compare the data as well. So you must also compare the elements where relevant in your IELTS task 1. You must also group data together to make sure you have a well organized and coherent answer. To do this, you need to look for similarities and differences when you first analyze the graph for IELTS task 1, and decide what can be logically put together or not. Now look at the bar chart below and read the IELTS task 1 model answer. The bar chart shows the number of times per week (in 1000s), over five weeks, that three computer packages were downloaded from the internet. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Model Answer
The bar chart illustrates the download rate per week of ActiveX, Java and Net computer packages over a period of five weeks. It can clearly be seen that ActiveX was the most popular computer package to download, whilst Net was the least popular of the three. To begin, ActiveX and Java showed a similar pattern, with both gradually increasing from week 1 to week 5. However, the purchases of Active X remained significantly higher than for the other product over this time frame. In week 1, purchases of ActiveX stood at around 75,000, while those for Java were about 30,000 lower. With the exception of a slight fall in week 4, downloading of ActiveX kept increasing until it reached a peak in the final week of just over 120,000. Java also increased at a steady rate, finishing the period at 80,000. The product that was downloaded the least was Net. This began at slightly under 40,000, and, in contrast to the other two products, fell over the next two weeks to reach a low of approximately 25,000. It then increased sharply over the following two weeks to finish at about 50,000, which was well below that of ActiveX. (Words 197)

Language of Change
As you can see, there are several examples of this in the graph, so it is important to learn how to use these correctly in order to successfully write an IELTS task 1 chart over time. Here are some examples: gradually increasing a slight fall kept rising reached a peak increased at a steady rate fell increased sharply a low of finish at stood at finishing the period at You will need to practice this type of language, and also make sure you know a variety of structures to get a better score if you keep repeating the same kind of phrases this will show you have a more limited range of lexis and grammar.

Making Comparisons
In IELTS task 1, you must also compare the data as you are asked to do in the rubric. If you just write about what happened to ActiveX, what happened to Java, and what happened to Net, without showing any relationship between them, this wont be enough. Here are some examples of where comparisons are made between the products in the IELTS task 1 graph, and the language of comparison is highlighted in black: It can clearly be seen that ActiveX was the most popularcomputer package to download, whilst Net was the least popular of the three ActiveX and Java showed a similar trend, with bothgradually increasing from week 1 to week 5 However, the purchases of Active X remained significantly higher than for the other product over this time frame. In week 1, purchases of ActiveX stood at around 75,000, while those for Java were about 30,000 lower Java also increased at a steady rate, finishing the period at 80,000 The product that was downloaded the least was Net. This began at slightly under 40,000, and, in contrast to the other two products, fell over the next two weeks It then increased sharply over the following two weeks to finish at about 50,000, which was well below that of ActiveX

Grouping the Data

It is a good idea to divide your answer into paragraphs so it is well organized. To do this, you should group similar things together into paragraphs or sections. If you look at the chart, you will see that ActiveX and Java have a similar pattern, both steadily increasing over the period (apart from the slight fall of ActiveX in week 4), so these could be put together:

To begin, ActiveX and Java showed a similar trend, with both gradually increasing from week 1 to week 5. However, the purchases of Active X remained significantly higher than for the other product over this time frame. In week 1, purchases of ActiveX stood at around 75,000, while those for Java were about 30,000 lower. With the exception of a slight fall in week 4, downloading of ActiveX kept rising until it reached a peak in the final week of just over 120,000. Java also increased at a steady rate, finishing the period at 80,000. On the other hand, Net is the lowest and it has a different pattern falling and then rising again. So this could be described in another paragraph: The product that was downloaded the least was Net. This began at slightly under 40,000, and, in contrast to the other two products, fell over the next two weeks to a low of approximately 25,000. It then increased sharply over the following two weeks to finish at about 50,000, which was well below that of ActiveX. There is usually more than one way to group the data for an IELTS task 1, so this needs to be your decision. As long as it is logical and makes your answer easy to follow and read, this should be ok.

Lesson 2: Describing an IELTS Pie Chart

This lesson will provide you with tips and advice on how to write an IELTS pie chart for task 1. To begin, take a look at the pie chart below, and then answer the quiz questions.

You should spend about 20 minutes on this task.

The pie charts show the main reasons for migration to and from the UK in 2007. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Write at least 150 words.

IELTS Pie Chart Quiz

1. What is the best way to organize your answer? A. Write one paragraph about immigration and one about emigration B. Write about the pie charts together, comparing each of the reasons

2.

What tense should you use to write about the IELTS pie chart? A. Past B. Present

3.

Can you talk about increases and decreases when describing the information? A. Yes B. No

Now take a look at a model answer:

The pie charts illustrate the primary reasons that people came to and left the UK in 2007. At first glance it is clear that the main factor influencing this decision was employment. Having a definite job accounted for 30 per cent of immigration to the UK, and this figure was very similar for emigration, at 29%. A large number of people, 22%, also emigrated because they were looking for a job, though the proportion of people entering the UK for this purpose was noticeably lower at less than a fifth. Another major factor influencing a move to the UK was for formal study, with over a quarter of people immigrating for this reason. However, interestingly, only a small minority, 4%, left for this. The proportions of those moving to join a family member were quite similar for immigration and emigration, at 15% and 13% respectively. Although a significant number of people (32%) gave other reasons or did not give a reason why they emigrated, this accounted for only 17% with regards to immigration. (173 words)

Choose the most important points to write about first

These will be the largest ones. As you can see in the model answer, definite job, looking for work, and formal study were all written about first, in order of importance, as these are the main reasons that were chosen for moving. Items such as other are usually less important and account for small amounts, so can be left till the end.

Make it easy to read

When you write a task 1, you should always group information in a logical way to make it easy to follow and read. With an IELTS pie chart, the most logical thing to do is usually to compare categories together across the charts, focusing on similarities and differences, rather than writing about each chart separately. If you write about each one separately, the person reading it will have to keep looking between the paragraphs in order to see how each category differs.

Vary your language

As with any task 1, this is important. You should not keep repeating the same structures. The key language when you write about pie charts is proportions and percentages. Common phrases to see are "the proportion of" or "the percentage of" However, you can also use other words and fractions. These are some examples from the model answer: A large number of people over a quarter of people a small minority A significant number of people less than a fifth This table presents some examples of how you can change percentages to fractions or ratios:

Percenta ge 80% 75% 70% 65% 60% 55% 50% 45%

Fraction four-fifths three-quarters seven in ten two-thirds three-fifths more than half half more than two fifths

Percentage 40% 35% 30% 25% 20% 15% 10% 5%

Fraction two-fifths more than a third less than a third a quarter a fifth less than a fifth one in ten one in twenty

If the percentages are not exact as above, then you can use qualifiers to make sure your description remains accurate. Here are some examples:

Percentage 77%

Qualifier just over three quarters

77% 49% 49% 32%

approximately three just quarters under a half nearly a half almost a third

This table presents some examples of how you can change percentages to other phrases:

Percentage 75% - 85% 65% - 75% 10% - 15% 5%

proportion / number / amount / majority / minority a very large majority a significant proportion a minority a very small number
though number is forcountable

The words above are interchageable, nouns and amount is for uncountable nouns.

Model Graph 8 You should spend about 20 minutes on this task.

The pie charts show the electricity generated in Germany and France from all sources and renewables in the year 2009. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Write at least 150 words.

Sample Pie Chart - Model Answer
The four pie charts compare the electricity generated between Germany and France during 2009, and it is measured in billions kWh. Overall, it can be seen that conventional thermal was the main source of electricity in Germany, whereas nuclear was the main source in France. The bulk of electricity in Germany, whose total output was 560 billion kWh, came from conventional thermal, at 59.6%. In France, the total output was lower, at 510 billion kWh, and in contrast to Germany, conventional thermal accounted for just 10.3%, with most electricity coming from nuclear power (76%). In Germany, the proportion of nuclear power generated electricity was only one fifth of the total.

Moving on to renewables, this accounted for quite similar proportions for both countries, at approximately 15% of the total electricity generated. In detail, in Germany, most of the renewables consisted of wind and biomass, totaling around 75%, which was far higher than for hydroelectric (17.7%) and solar (6.1%). The situation was very different in France, where hydroelectric made up 80.5% of renewable electricity, with biomass, wind and solar making up the remaining 20%. (Words 183)

Lesson 3: IELTS Process Diagram

It is less common in the writing test, but sometimes you will get an IELTS process diagram to describe. This should follow the same format as any task 1: 1. 2. 3. Introduce the diagram Give an overview of the main point/s Give the detail Follow this link about how to write a task 1. However, there are different types of task 1 (line graphs, pie charts, maps etc) and each requires knowledge of a certain type of language. This lesson will look at how to write an IELTS process diagram for task 1.

4.
5. 6.

What is an IELTS Process Diagram?

To begin, look at this question:

You should spend about 20 minutes on this task.

The diagram illustrates the process that is used to manufacture bricks for the building industry. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Write at least 150 words.

A process will have a number of stages that are in time order. So you should start at the beginning, and describe each stage through to the last one.

In the example above, this is fairly clear. It begins with the digging of the clay, and ends with delivery. Processes are not always this clear, and you may have to look more carefully to spot the beginning, and there may also be two things happening at the same time. So it is important that you look at other sample processes to get a good understanding of how they can vary.

Introduce the Diagram

As with any task 1, you can begin by paraphrasing the rubric: The diagram explains the way in which bricks are made for the building industry. As you can see, this has been taken from the question, but it has not been copied. You need to write it in your own words.

Highlight the main points

An IELTS process diagram is different to a line, bar, pie chart or table in that there are not usually key changes or trends to identify. However, you should still give an overview of what is taking place. The public band descriptors state that to achieve a band 6 or more for task response the student must provide an overview in a task 1. As there are no trends to comment on, you can make a comment on, for example, the number of stages in the process and how itbegins and ends: Overall, there are eight stages in the process, beginning with the digging up of clay and culminating in delivery.

Giving the detail

Now you need to explain the IELTS process diagram, and there are two key aspects of language associated with this:

Time Connectors
A process is a series of events, one taking place after the other. Therefore, to connect your stages, you should use time connectors. Here is the rest of the answer with the time connectors highlighted (notice that you simply go from the beginning to the end of the process): To begin, the clay used to make the bricks is dug up from the ground by a large digger. This clay is then placed onto a metal grid, which is used to break up the clay into smaller pieces. A roller assists in this process. Following this, sand and water are added to the clay, and this mixture is turned into bricks by either placing it into a mould or using a wire cutter. Next, these bricks are placed in an oven to dry for 24 48 hours. In the subsequent stage , the bricks go through a heating and cooling process. They are heated in a kiln at a moderate and then a high temperature (ranging from 200c to 1300c),followed by a cooling process in a chamber for 2 3 days. Finally, the bricks are packed and delivered to their destinations. These connectors are the same you would use to write a graph over time when you explain a series of changes. These are some common IELTS process diagram connectors:

To begin ** If you use before, this means that you will be mentioning a later stage before an earlier stage, so you need to use it carefully. If you can Following use it properly though, it will get noticed. this Next Here is an example using stages four and five: Then After Before being dried in the oven, the mixture is turned into bricks by After that either placing it into a mould or using a wire cutter. Before** Subsequentl y The Passive
When we describe an IELTS process, the focus is on the activities, NOT the person doing them. When this is the case, we use the passive voice, not the active. This is a brief explanation of how to use the passive voice, but if you are new or unsure about using it, you should do some further study and practice. Most sentences use this structure: Subject + Verb + Object (S) A large digger (V) digs up (O) the clay in the ground. In the active voice (as above), the digger is doing the verb i.e. the digger is doing the digging. When we use the passive voice, we make the object (the clay) the subject, and make the subject (the digger) the object. We also add in the verb to be and the past participle (or Verb 3). (S) The clay in the ground (V) is dug up (O) by the digger. So throughout most of your description for your IELTS process diagram, you should be using the passive voice. This is difficult as some verbs cannot take the passive. For example, 'to go' cannot be passive, so it is kept in the active voice: ...the bricks go through a heating and cooling process. This is why you need to make sure you practice the passive so you know exactly how to use it. Also, as you will see from the description, it is more usual to to comment on who or what is doing the action so the 'by...." phrase is excluded. Here is the same example description with uses of the passive highlighted: To begin, the clay (which is) used to make the bricks is dug up from the ground by a large digger. This clay is thenplaced onto a metal grid, which is used to break up the clay into smaller pieces. A roller assists in this process. Following this, sand and water are added to the clay, and this mixture is turned into bricks by either placing it into a mould or using a wire cutter. Next, these bricks are placed in an oven to dry for 24 48 hours. In the subsequent stage, the bricks go through a heating and cooling process. They are heated in a kiln at a moderate and then a high temperature (ranging from 200c to

1300c), followed by a cooling process in a chamber for 2 3 days. Finally, the bricks are packed and delivered to their destinations.

Varying your Language

Sometimes it may be appropriate just to use the same language that you are given in the IELTS process diagram to describe it, but you should try to vary it. You may be able to use nouns from the diagram as your verbs. For example, the noun packaging in stage seven becomes: Finally, the bricks are packed

IELTS Process Model Answer

The diagram explains the way in which bricks are made for the building industry. Overall, there are seven stages in the process, beginning with the digging up of clay and culminating in delivery. To begin, the clay used to make the bricks is dug up from the ground by a large digger. This clay is then placed onto a metal grid, which is used to break up the clay into smaller pieces. A roller assists in this process. Following this, sand and water are added to the clay, and this mixture is turned into bricks by either placing it into a mould or using a wire cutter. Next, these bricks are placed in an oven to dry for 24 48 hours. In the subsequent stage, the bricks go through a heating and cooling process. They are heated in a kiln at a moderate and then a high temperature (ranging from 200c to 1300c), followed by a cooling process in a chamber for 2 3 days. Finally, the bricks are packed and delivered to their destinations. (173 Words)

Lesson 4: IELTS Bar and Line Graph

This is an example of an IELTS bar and line graph together. It is not uncommon to get two graphs to describe at the same time in the IELTS test. It can look a bit scary at first. However, when you look more closely, you'll see it is probably no more difficult than having one graph. Take a look at the question and the graph:

You should spend about 20 minutes on this task.

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. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Write at least 150 words.

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 this in your own words and not to copy from the question. Next you need to mention the key points from the graph. When you do this, mention 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 countryto 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:

To begin, the number of visits abroad by UK residents was higher than for those that 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 at 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. As you can see, the first paragraph discusses the line graph, and the second the bar chart. 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. As with any task 1, you will need to make sure you use the right language, make comparisons, and group data appropriately.

IELTS Line and Bar Chart - Model 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, 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 that 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 at 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. ( Words 171)

Lesson 5: Describing Graph Trends

This exercise introduces some common vocabulary and grammar needed for describing graph trends. The language that can be used for describing graphs in IELTS is extensive. This lesson introduces some of the most common language used. It also shows you how it can be used grammatically in sentences.

Vocabulary for Describing Graph Trends

Word increase Part of Speech Example Sentence

Total verb: to increase, is expenditureincreased from increasing, has increased, $33,611m to $39,165m from increased 1995 to 1996. noun: an increase From 1995 to 1996 there

of$5,554m an increase in spending of $5,554m verb: to decrease, is decreasing, has decreased, decreased decrease

was an increase inexpenditure of $5,554m. Expenditure on primary education decreasedfrom 22.2% to 21.5% from 1995 to 1996.

noun: a decrease of0.7% From 1995 to 1996 there was a a decrease in spending of decrease inexpenditure of 0.7% 0.7%. Total expenditure rosefrom verb: to rise, is rising, has $33,611m to $39,165m from risen, rose 1995 to 1996. rise 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

Expenditure on primary verb: to fall, is falling, has education fell from 22.2% to fallen, fell 21.5% from 1995 to 1996. noun: a fall of 0.7% From 1995 to 1996 there was a a fall in spending of 0.7% fall in expenditure of 0.7%. Expenditure on primary verb: to drop, is dropping, education dropped from 22.2% has dropped, dropped to 21.5% from 1995 to 1996.

drop noun: a drop of 0.7% a drop in spending of 0.7% 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. From 1995 to 1996 there was a drop inexpenditure of 0.7%.

-ing forms

Spending rose in all three years, increasing from 17.6% to 18% from 1995 to 1996, and then risingagain to 18.2% in 1997-8.

Practice
Have a look at the table below. Then, to help you with describing graph trends, decide which word should go in the gap in the example answer.

Expenditure on Education in Hong Kong 1995 to 1998

Breakdown of spending Total expenditure ($ million) As % of government budget

1995-6 33,611 17.6%

1996-7 39,165 18%

1997-8 45,315 18.2%

% spent on

primary education secondary education tertiary education

22.2% 33.7% 35.9%

21.5% 33.2% 36.7%

21.6% 33.5% 35.9%

Describing Graph Trends - Gap Fill Public expenditure on education in Hong Kong (1) _____________ continuously from 1995 to 1998. In academic year 1995-6 it (2)_________________ HK$33,611 million, (3)______________ to $39,165 million in 1996-7 and $45,315 million in 1997-8. As a percentage of the governments budget spending on education also increased (4)______ year, from 17.6% to 18% and then to 18.2%. However, the percentage of expenditure spent on primary, secondary and tertiary education did not show the same consistent (5)_______. In 1995-6 expenditure on primary education was 22.2% of the education budget, 33.7% (6)_________ on secondary, and 35.9% on tertiary. In 1996, (7) ____________ of 0.8% in spending on tertiary education was finanaced by a (8)_________ in spending of 0.7% in primary and 0.5% in secondary schooling. In 1997-8 tertiary spending as a percent of the education budget (9)_________to its 1995-6 level. The percentage spent on primary education (10)__________ to 21.6% and that on secondary to 33.5%, both figures being less than 1995-6 levels. Choose the correct word to fit in the gap

1.

A. increases B. increased C. increasing

5.

A. rise B. rose C. rising

8.

A. increase B. drop C. dropped

2.

A. was B. rose to C. reached

6.

A. spent B. spending C. was spent

9.

A. dropped B. increased C. returned

3.

A. increased B. dropping C. rising

7.

A. an increase B. increase C. was increased

10.

A.rised B. rose C. increase

4.

A. an increase B. increased C. increasing

This lesson will hopefully have helped you with the basics of describing graph trends and some of the different structures you can use. Remember though this example has only used a few of the words possible for describing change. It's important to vary your language so look around the IELTS buddy site, for example on the model graphs, to see what other language you can use.

How do I answer an IELTS writing task 1? To analyse this, well look at a line graph. Look at the following question and the graph.

You should spend about 20 minutes on this task.

The line graph below shows changes in the amount and type of fast food consumed by Australian teenagers from 1975 to 2000. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Write at least 150 words.

There are three basic things you need to structure an IELTS writing task 1. 1. 2. 3. Introduce the graph Give an overview Give the detail

Well look at each of these in turn. 1) Introduce the Graph You need to begin with one or two sentences that state what the IELTS writing task 1 shows. To do this, paraphrase the title of the graph, making sure you put in a time frame if there is one. Here is an example for the above line graph: The line graph illustrates the amount of fast food consumed by teenagers in Australia between 1975 and 2000, a period of 25 years. You can see this says the same thing as the title, but in a different way. 2) Give an Overview You also need to state what the main trend or trends in the graph are. Dont give detail such as data here you are just looking for something that describes what is happening overall.

One thing that stands out in this graph is that one type of fast food fell over the period, whilst the other two increased, so this would be a good overview. Here is an example: Overall, the consumption of fish and chips declined over the period, whereas the amount of pizza and hamburgers that were eaten increased. This covers the main changes that took place over the whole period. You may sometimes see this overview as a conclusion. It does not matter if you put it in the conclusion or the introduction when you do an IELTS writing task 1, but you should provide an overview in one of these places. 3) Give the Detail You can now give more specific detail in the body paragraphs. When you give the detail in your body paragraphs in your IELTS writing task 1, you must make reference to the data. The key to organizing your body paragraphs for an IELTS writing task 1 is to group data together where there are patterns. To do this you need to identify any similarities and differences. Look at the graph what things are similar and what things are different? As we have already identified in the overview, the consumption of fish and chips declined over the period, whereas the amount of pizza and hamburgers that were eaten increased. So it is clear that pizza and hamburgers were following a similar pattern, but fish and chips were different. On this basis, you can use these as your groups, and focus one paragraph on fish and chip and the other one on pizza and hamburgers. Here is an example of the first paragraph: In 1975, the most popular fast food with Australian teenagers was fish and chips, being eaten 100 times a year. This was far higher than pizza and hamburgers, which were consumed approximately 5 times a year. However, apart from a brief rise again from 1980 to 1985, the consumption of fish and chips gradually declined over the 25 year timescale to finish at just under 40 times per year. As you can see, the focus is on fish and chips. This does not mean you should not mention the other two foods, as you should still make comparisons of the data as the questions asks. The second body then focuses on the other foods: In sharp contrast to this, teenagers ate the other two fast foods at much higher levels. Pizza consumption increased gradually until it overtook the consumption of fish and chips in 1990. It then leveled off from 1995 to 2000. The biggest rise was seen in hamburgers, increasing sharply throughout the 1970s and 1980s, exceeding fish and chips consumption in 1985. It finished at the same level that fish and chips began, with consumption at 100 times a year. Full Model Answer: The line graph illustrates the amount of fast food consumed by teenagers in Australia between 1975 and 2000, a period of 25 years. Overall, the consumption of fish and

chips declined over the period, whereas the amount of pizza and hamburgers that were eaten increased. In 1975, the most popular fast food with Australian teenagers was fish and chips, being eaten 100 times a year. This was far higher than Pizza and hamburgers, which were consumed approximately 5 times a year. However, apart from a brief rise again from 1980 to 1985, the consumption of fish and chips gradually declined over the 25 year timescale to finish at just under 40 times per year. In sharp contrast to this, teenagers ate the other two fast foods at much higher levels. Pizza consumption increased gradually until it overtook the consumption of fish and chips in 1990. It then leveled off from 1995 to 2000. The biggest rise was seen in hamburgers, increasing sharply throughout the 1970s and 1980s, exceeding fish and chips consumption in 1985. It finished at the same level that fish and chips began, with consumption at 100 times a year.

Lesson 6: Bar Chart Exercise

This bar chart exercise is a gap fill to give you pratice with the language of comparison, contrast and percentages. Look at the graph and then read the model answer. Choose the right word to go in the gap. Bar Chart Exercise - Gap Fill

You should spend about 20 minutes on this task.

The chart shows the percentage of drugs taken by girls and boys in a school in New Zealand. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Write at least 150 words.

Place the right word into the space. Make sure you write (or copy and paste) the word exactly as it appears in the box, otherwise it will get marked as wrong.

at approximately 8% / the least / school children / are similar / gender /

in percentages / more than / equal / at the same level / percentages for / at only 5% / around 33% / is exactly / 4% for / bar chart illustrates
The 1. Zealand take, information on the quantity of drugs 2. divided by 3. and measured 4. in New .

Overall, it is immediately apparent that hashish or marijuana is used 5. any of the other drugs, whereas LSD is used 6. . At first glance we can see that boys take more drugs than girls for 6 out of 7 of the drugs listed, however an 7. number of boys and girls take cocaine. and or

To begin with, boys use more hashish or marijuana than girls at 8. 29% respectively. Following this, boys take heroin, morphine 9. On the other but girls 10. hand, the 11.

opium

amphetamines

and

solvents 12. and 13. drugs 14.

for both boys and girls at 2% and 3% for girls both drugs for boys. Next, the pattern for LSD and medical the same for both genders at 1% for girls and 3% for boys. 4%.

Finally, boys and girls take cocaine 15. Scroll down to see the full bar chart exercise answer: Bar Chart Exercise - Answer

The 1. bar chart illustrates information on the quantity of drugs2.school children in New Zealand take, divided by 3. gender and measured 4. in percentages. Overall, it is immediately apparent that hashish or marijuana is used 5. more than any of the other drugs, whereas LSD is used 6. the least. At first glance we can see that boys take more drugs than girls for 6 out of 7 of the drugs listed, however an 7. equal number of boys and girls take cocaine. To begin with, boys use more hashish or marijuana than girls at 8.around 33% and 29% respectively. Following this, boys take heroin, opium or morphine 9. at approximately 8%, but girls 10. at only 5%. On the other hand, the 11. numbers for amphetamines and solvents12. are similar for both boys and girls at 2% and 3% for girls and 13. 4% for both drugs for boys. Next, the pattern for LSD and medical drugs 14. is exactly the same for both genders at 1% for girls and 3% for boys. Finally, boys and girls take cocaine 15. at the same level, 4%.

Lesson 7: Line Graph Worksheet - Gap Fill

This line graph worksheet helps you with the language of change that is very commonly needed to write about graphs, bar charts and tables in IELTS task 1. Firstly, take a look at the graph and check you understand it.
What does it show?

 What are the main trends? What are some important details?

Then look at the line graph answer and carefully work out which word from the drop down menu fits in the gap. Line Graph Worksheet - Gap Fill

You should spend about 20 minutes on this task.

The line graph illustrates the amount of spreads consumed from 1981 to 2007, in grams. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Write at least 150 words.

The graph shows the quantity of margarine, low fat spreads and butter consumed between 1981 and 2007. The quantities are measured in grams. Over the period 1981 to 2007 as a whole, there was 1. margarine and a 2. in the consumption of butter and in the consumption of low fat-fat spreads.

Butter was the most popular fat at the beginning of the period, and consumption 3. of about 160 grams per person per week in about 1986. After this, there was 4. .

The consumption of margarine began lower than that for butter at 90 grams. Following this, in 1991, it 5. 1996 there was 6. set to continue. that of butter for the first time, but after in the amount consumed, which seemed

Lowfat spreads were introduced in 1996, and they saw 7. their consumption from that time, so that by about than either butter or margarine. IELTS Line Graph Worksheet - Full Answer

2001

they

in were 8.

The graph shows the quantity of margarine, low fat spreads and butter consumed between 1981 and 2007. The quantities are measured in grams. Over the period 1981 to 2007 as a whole, there was 1. a significant decrease in the consumption of butter and margarine and a 2. a marked increase in the consumption of low fat-fat spreads. Butter was the most popular fat at the beginning of the period, and consumption 3.reached a peak of about 160 grams per person per week in about 1986. After this, there was 4. a sharp decline. The consumption of margarine began lower than that for butter at 90 grams. Following this, in 1991, it 5. exceeded that of butter for the first time, but after 1996 there was6. a steady downward trend in the amount consumed, which seemed set to continue. Lowfat spreads were introduced in 1996, and they saw 7 . a significant rise in their consumption from that time, so that by about 2001 they were 8. more popular than either butter or margarine.

Lesson 8: Compare and Contrast Language for graphs

The purpose of this lesson is to introduce you to compare and contrast language which is needed to write about graphs. To begin, take a look at the graph below.

1. Which country has the highest level of pollution? 2. Which country has the lowest?

The country with the higest level of pollution is USA and the country with the lowest is New Zealand. Comparative and Superlative Adjectives Being able to compare and contrast data is an essential skill for IELTS writing, especially in Task 1. Comparatives and superlatives are one common way to do this. Comparatives are used to compare two things: Leopards are faster than tigers. Superlatives are used to compare one thing against a group of others: The leopard is the largest of the four big cats. Here are the basics of how they are formed: Example Comparative Superlative Word

Words with one syllable

high

higher more productive less productive wealthier hotter better

the highest the most productive the least productive the wealthiest the hottest the best

Words with three syllables or productive more

Words ending in y Short words ending with a consonant/vowel/consonant Irregular Other Important Language

wealthy hot good

Comparatives and superlatives are useful to compare and contrast, but they won't be enough. Here are some other useful words and structures: Transitions

1. 2.
3.

The Middle East produces high levels of oil; however, Japan produces none. The USA produces large amounts of natural gas. In contrast, South Korea produces none. European countries make great use of solar power. On the other hand, most Asian countries us this method of power generation very little. The Middle East produces high levels of oil, whereas / whileJapan produces none. Whereas / While the Middle East produces high levels of oil, Japan produces none. Although the Middle East produced 100 tons oil, Japan produced none.

Subordinating Conjunctions 4.

5. 6.

Other Structures

7. 8.
9.

Developing countries are more reliant on alternative energy production than developed countries. Solar power accounts for far less of the total energy production than gas or coal does. Hydropower is not as efficient as wind power.

10. Like Japan, South Korea does not produce any natural gas. 11. The Middle East produces twice as much oil as Europe. 12. Western countries consume three times more oil than the Middle East. 13. Russia consumes slightly more oil than Germany.
14. The UAE produced the same amount of oil as Saudi Arabia. Using Approximate Data When you compare and contrast, you also need to learn phrases so you can refer to data that is not exact. For example:

7.1

just over 7 million tonnes approximately 7 million tonnes

65.6

nearly 70 million tonnes almost 70 million tonnes

Compare and Contrast Language Practice Look at the table below. What is being compared? Natural Gas Consumption and Production, 2001

Country The USA The United Kingdom The Former Soviet Union The UAE Australia Japan New Zealand South Korea China

Consumption* 588.9 86.1 7.1 30.0 19.1 68.6 4.9 18.9 24.3

Production* 500.0 97.3 0.4 35.9 28.0 0 5.1 0 25.0 *in millions of tonnes

Look at the compare and contrast language in the drop down box and choose the correct word to complete the sentences. 1. New Zealand consumed the tonnes. 2. The former Soviet Union produced the tonnes. 3. The USA was the tonnes and 500 respectively. 4. The USA consumed and produced country. 5. South Korea produced 18.9 millions tonnes of gas; none. 6. Chinas consumption and production of oil were respectively. gas at approximately 5 million

amount at 0.4 million

consumer and producer of gas at 600 million

natural gas than any other

, it consumed

at 24.3 and 25.0

7. The USA, the Former Soviet Union, Japan and South Korea all consumed more gas they produced. gas than New Zealand.

8. Australia consumed four

9. produced none.

Zealand produced 5.1 million tonnes of gas, South Korea

10. New Zealand consumed

5 million tonnes of gas.

Lesson 9: IELTS Graphs a common mistake

Look carefully at the IELTS graphs below and their titles. Underneath each is a brief descriptive sentence about the graphs. What is wrong with them?

From 1975 to 2000, hamburgers increased dramatically from 10 to 100 times per year. At the same time, fish and chips fell significantly to just under 40.

While buses fell from just over 25% to around 16% in 2000, cars increased dramatically to over 35%. Meanwhile, bikes fell over this time frame. Did you find what the errors were? Can hamburgers increase and fish and chips fall? Can a car increase, or a bus and a bike fall? No, but the consumption of hamburgers or fish and chips can fall or rise, and the use of a car, bike or bus can increase or decrease.

There are a number of ways that the sentences in the IELTS graphs could have been written correctly, but here are some possibilities: From 1975 to 2000, the consumption of hamburgers increased dramatically from 10 to 100 times per year. At the same time, the number of times that fish and chips were eaten fell significantly to just under 40. While bus usage fell from just over 25% to around 16% in 2000, cars as a mode of travel increased dramatically to over 35%. Meanwhile, the use of bikes fell over this time frame. Check your subject When you are analysing your task 1 before you write about it, look very carefully to identify what the subject is i.e. what is it exactly that is being measured? A common mistake when writing about IELTS graphs in task 1 of the test is to get the subject wrong. The first graph is about the consumption of fast foods. The second graph is about the use of four types of transport. Getting this wrong will significantly detract from your response to the task. Practice Below are some examples of sentences taken from IELTS graphs where the subject is wrong. At the end of the sentence in brackets is a word which is missing. Have a go at writing the corrected sentence in the box using the word (you may have to add in some more information such as 'the number of' or change the form of the missing word). There are different ways that it can be corrected, but view some possible answers by clicking on the link below each question. 1. Cinema's increased from 2000 to 2005. (attendance) Cinema attendance increased from 2000 to 2005. The number of people attending / who attended the cinemaincreased from 2000 to 2005. 2. Saudi Arabia fell significantly to 270 million barrels a year. (oil production). Oil production in Saudi Arabia fell significantly to 270 million barrels a year. The amount of oil produced in Saudi Arabia fell significantly to 270 million barrels a year. Saudi Arabia's oil production fell significantly to 270 million barrels a year. 3. 2000 to 2010 saw DVDs drop from 70% to 60%. (purchased). 2000 to 2010 saw the number of DVDs puchased drop from 70% to 60%. 2000 to 2010 saw the purchase of DVDs drop from 70% to 60%. A table is just another way to present information. It does not require that you learn a new type of language or a new way to organize things. For example, take a look at this table showing the quality of life in four countries presented in a table: Country GNP per head (1982: US Daily calorie Life expectancy Infant supply per at birth (years) mortality (per

dollars) Bangladesh Bolivia Egypt Indonesia USA 140 570 690 580 13160

head 1877 2086 2950 2296 3653 40 50 56 49 74

1000 live births 132 124 97 87 12

If we wanted, we could present this same information as a bar chart:

However, as you'll notice, it is better presented as a table because of the huge difference between the USA and the others - this is not very clear on a bar chart. So a table looks better, but they would both be described in exactly the same way. Analysing the IELTS Table As with all graphs and charts, when describing tables:
Do not describe all the data presented - present the main points of each feature

(you should make sure you mention each feature though)

Look for significant data; e.g. the highest, the lowest etc Try and group the data. This may require you to use some general knowledge

about the world, such as recognising developed and developing countries Practice Look at the IELTS table that you looked at above and answer the questions that follow:

You should spend about 20 minutes on this task.

The following table gives statistics showing the aspects of quality of life in five countries. Write a report for a university lecturer describing the information in the table below.

You should write at least 150 words.

Table: The Quality of Life in Four Countries Country GNP per head (1982: US Daily calorie Life expectancy Infant supply per at birth (years) mortality (per

dollars) Bangladesh Bolivia Egypt Indonesia USA 140 570 690 580 13160

head 1877 2086 2950 2296 3653 40 50 56 49 74

1000 live births 132 124 97 87 12

What is the table measuring? What type of language do you need to use (Change? Comparing and contrasing?) What tense would you use? Which country has the best quality of life and which has the worst? What information could you use for an overview / conclusion? How could you group the information? How many paragraphs would you have and what you would write about in each

one? Making a Plan You should always ask yourself these kind of questions before you write your task one. You can then use the answer to these questions to make yourself a quick plan. Here are some notes made by a student during the planning stage: Topic standard of living, 5 countries Language comparison Time / tense 1982 = past Overview USA far higher Groups USA = highest Egypt, Indo, Bol = similar Bangladesh = very low Now, take a look at this IELTS table model answer and notice how the organization matches the plan. The groups chosen that are similar are grouped together into paragraphs. The language is focused on the language of comparison and contrast as the table is not over time. The compare and contrast structures have been highlighted so you can see how they are used. Is it similar to the way you would have organized the information? Sample Answer The table uses four economic indicators to show the standard of living in five selected countries in 1982. Overall, it can be seen that the quality of life in the USA was far higher than the other four countries.

To begin, the USA, which is a developed country, had the highestGNP at 13,160 dollars per head. It also had a much higher daily calorie intake and life expectancy, and the lowest rate of infant mortality. The other developing countries had quality of life ratings that were significantly lower. The range of indicators for Egypt, Indonesia and Bolivia were similar, with Egypt having the highest quality of life amongst the three. However, the infant mortality rate in Egypts was slightly higher than Indonesias at 97 deaths per 1000compared to 78 in Indonesia. Bangladesh had by far the lowest quality of life in all the indicators. Its GNP was one hundred times smaller than the USAs. Its calorie intake and life expectancy were about half those of the USA, and its infant mortality rate was 10 times greater. (Words 178)

Lesson 11: IELTS Task 1 Line Graph

In this lesson we'll look at an IELTS task 1 line graph in order to help you understand how to deal with 'age groups' and to show you how it is possible to organize an answer in different ways. There is usually more than one way to write about a graph. Each person may view it in a different way and decide on a different way to present the information. One way is not necessarily better than another. However, if one way is difficult to follow, then this is obviously not the best choice. What is important when you plan a task one is to think about how you can organize your graph in the most logical and clear way. This often means grouping the information in some way, and you can do this by looking for patterns - look for similarities and diffferences. This sample IELTS task 1 line graph is divided up into age groups. Although a graph like this is not over time as such, it can still be viewed in this way as it is showing how something changes over different ages - in this case, how certain factors in a neighbourhood when choosing a new home vary over age. Take a look at the following question, the graph below, and the model answers. You should spend about 20 minutes on this task. The line graph shows the percentage of people of different age groups and how they rate a set of factors in terms of importance when buying a new home. Summarize the information by selecting and reporting the main features and make comparisons where relevant. Write at least 150 words.

Model Answer 1 - Organizing by Factors The line graph illustrates the importance, measured in percentages, that four ages groups place on five different factors when they move to a new home. It is immediately apparent that a low crime rate is the most important variable across all the age groups. Of all the factors, the desire for a low crime rate is by far the most important. Amongst the all the age groups this figure stands at around 80%, with the middle aged and elderly viewing it as slightly more important. Next, schools are seen as very important by a significant proportion of 25 to 44 year olds although the percentages drop significantly as people get older, with just under 25% of 55 to 64 year olds viewing this as important. Shopping facilities, being chosen by around 13%, are not viewed with such importance as schools and crime by the younger age groups. However, as people get older, this increases in importance to approximately 30%, and, as would be expected, is actually more important than schools to those over 55. Finally, although increasing in importance with age, neither parks nor public transport are viewed to be as important as the other factors by any of the groups. Comments As you can see in this answer to the IELTS task 1 line graph, the candidate has organized the answer mainly around the 'factors'. Each one is described in turn, starting with the most important, low crime. Less is said about those that are not viewed as so important ( parks and public transport). Notice that the graph does not talk about each factor in isolation, but makes comparisons across the factors and groups. For example: Of all the factors, the desire for a low crime rate is by far the most important. Shopping facilities are not viewed with such importance as schools and crime by the younger age groups. With an IELTS task 1 line graph you should always avoid simply discussing each point on a graph with no reference of how it relates to the other points. Model Answer 2 - Organizing by Age Groups

The line graph illustrates the importance, measured in percentages, that four ages groups place on five different factors when they move to a new home. It is immediately apparent that a low crime rate is the most important variable across all the age groups. The factors that are very important when purchasing a new house are very similar for the first two age groups. A low crime rate represents the greatest percentage of these groups at around 80%, though it is slightly higher for those aged 35 to 44. Schools as a factor is again very similar at around 60% for the younger age group, but dropping to around 45-50% for 35 to 44 year olds. A much lower percentage rate shopping, parks and public transport as important. Turning to those aged over 45, low crime accounted for the largest proportion at approximately 80%, similar to those of a younger age. In constast to the younger goups though, schooling was far less important, falling to below 25% for those aged over 55. This older group rated them as less important than shopping facilities. In fact, shopping facilities, parks and public transport all become more important factors as people get older. Comments This IELTS task 1 line graph has been organized primarily around the age groups. The candidate has decided that the first two age groups are fairly similar and so can be grouped together, and the second two age group have similarities. The differences between the under 44s and over 44s have also been highlighed. For example: Turning to those aged over 45, low crime accounted for the largest proportion at approximately 80%, similar to those of a younger age. Summary This lesson has been about how to write about age groups and examples of how answers may be organized differently. Although this was about an IELTS task 1 line graph, it applies to any graphs or charts in task 1, such as bar graphs or pie charts. You need to make sure that you spend a few minutes analyzing the graph and deciding on the best way to organize it so it will be easy to follow when the examiner reads it.

Lesson 12: IELTS Table Gap Fill Exercise

The aim of this lesson is to use an IELTS table gap fill exercise to improve your vocabulary knowledge and flexibility when you are describing a table. However, although the information is presented here as a table, this is the same language were it to be presented as another type of graph such as a bar chart or pie chart. So it provides you with practice generally for writing about graphs that are not over time. Read the question and look at the table. Then decide which word should be placed in the gap.

IELTS Table Gap Fill Exercise

You should spend about 20 minutes on this task.
The table illustrates the proportion of monthly household

income five European countries spend on food and drink, housing, clothing and entertainment. Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Write at least 150 words.

Proportion of household income five European countries spend on food and drink, housing, clothing and entertainment.

Food and drink France German y UK Turkey Spain 25% 22% 27% 36% 31%

Housing 31% 33% 37% 20% 18%

Clothing 7% 15% 11% 12% 8%

Entertainme nt 13% 19% 11% 10% 15%

Words choices:

it is evident However that the remaining ranging between

The table 1.

shows

a quarter on respectivel while y

the largest much less on

the amount of household income that five countries

in Europe spend per month on four items. Overall, 2. all five countries spend the majority of their income on food and drink and housing, but 3. clothing and entertainment.

Housing is 4. expenditure item for France, Germany and the UK, with all of them spending around one 5. third of their income on this, at 30%, 33% and 37%, . In contrast, they spend around 6.

food and drink. 7. , this pattern is reversed for Turkey and Spain, who spend around a fifth of their income on housing, but approximately one third on food and drink. All five countries spend much less on 8. Spain spend the least, at less than 10%, 9. two items. France and the other three

countries spend around the same amount, 10. 13% and 15%. At 19%, Germany spends the most on entertainment, whereas UK and Turkey spend approximately half this amount, with France and Spain between the two.

1. shows

2. it is evident that 3. much less on 4. the largest 5. Respectively 6. a quarter on 7. However 8. the remaining 9. while