Writing Intensive Corner Writing Task 1 Part1

IELTS Writing Task 1: Useful Language

Introducing the topic Exceptions to the main trend
 The graph shows… / The table reveals…  However, this was not always the case.
 The chart displays… / The diagram illustrates…  However, it should be pointed out that…
 Some interesting facts concerning… are revealed in  There was one noticeable exception, however.
the diagram. Comparing and contrasting
 Several key trends are revealed by the graph  Similarly, … / By contrast, …
showing…  A similar trend can be observed in…
Introducing the first set of data  The results for… , however, reveal a markedly
 Beginning with the… different trend.
 To begin with the… Adding figures
 Let me begin by describing the…  The figures were X and Y respectively.
Introducing the second set of data  …, at X. / …, with Y. (Usage note: use ‘at’ when you
 Meanwhile, the… shows that… mean ‘the figure was’; use ‘with’ when you mean
 As for the… , it shows that… ‘something had’)
 Turning to the… , it can be seen that…  …, at/with X and Y respectively.
Introducing the first major trend Summarising
 First of all, it is clear that…  To sum up, … / In summary, … / In short, …
 Most noticeably of all, it can be seen that…  Overall, … / On the whole, …
 The first result worth pointing out is that…  The main thing that can be observed here is that…
Introducing lesser trends
 Another trend that can be observed is that…
 It is also worth pointing out that…
 Also worth noting is that…

It is advised that you learn synonyms and use them accurately in your writing in order to give an impression that you
have a good range of vocabulary.

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The general format for writing academic writing task 1 is as follows:

Introduction + Basic/ General Trends + Details Description + Conclusion (optional).

Vocabulary for the Introduction Part:

Starting Presentation Type Verb Description

The given / the diagram / table / figure / shows / represents / depicts / the comparison of…
supplied / the illustration / graph / chart / enumerates / illustrates / the differences…
presented / the flow chart / picture/ presents/ gives / provides / the changes...
shown / the presentation/ pie chart / delineates/ outlines/ describes / the number of…
provided/ the bar graph/ column graph / delineates/ expresses/ outlines/ information on…
line graph / table data/ denotes/ compares/ shows data on…
data / information / contrast / indicates / figures / the proportion of…
pictorial/ process diagram/ gives data on / gives the amount of…
map/ pie chart and table/ information on/ presents information on...
bar graph and pie chart ... information about/ shows data data about...
about/ demonstrates/ outlines/ comparative data...
summarises... the trend of...
the percentages of...

Example :
1. The provided diagram shows data on employment categories in energy producing sectors in Europe starting from
1925 and till 1985.
2. The given pie charts represent the proportion of male and female employee in 6 broad categories, divided into
manual and non-manual occupations in Freedonia.
3. The chart gives information on expenditures of 4 European countries on six consumer products namely Germany,
Italy, Britain and France.
Tips:
1. For a single graph use 's' after the verb, like - gives data on, shows/ presents etc. However, if there are multiple
graphs, DO NOT use 's' after the verb.
2. If there are multiple graphs and each one presents a different type of data, you can write which graph presents
what type of data and use 'while' to show a connection. For example -'The given bar graph shows the amount
spent on fast food items in 2009 in the UK while the pie chart presents a comparison of people's ages who
spent more on fast food.
3. Your introduction should be quite impressive as it makes the first impression to the examiner. It either makes or
breaks your overall score.
4. For multiple graphs and/ or table(s), you can write what they present in combination instead of saying which each
graph depicts. For example, "The two pie charts and the column graph in combination depicts a picture of the
crime in Australia from 2005 to 2015 and the percentages of young offenders during this period."

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Caution:
Never copy word for word from the question. If you do, you would be penalised. Always paraphrase the introduction
in your own words.

General Statement Part:

The General statement is the first sentence (or two) you write in your reporting.
It should always deal with: What + Where + When.
Example: The diagrams present information on the percentages of teachers who has expressed their views on
different problems they face when dealing with children in three Australian schools from 2001 to 2005.
What = the percentages of teachers...
Where = three Australian schools....
When = from 2001 to 2005...
A good General statement should always have these parts.

Vocabulary for the General Trend Part:

In general, In common, Generally speaking, Overall, It is obvious, As is observed, As a general trend, As can
be seen, As an overall trend, As is presented, It can be clearly seen that, At the first glance, it is clear, At the
onset, it is clear that, A glance at the graphs reveals that...
Example:
1. In general, the employment opportunity has increased till 1970 and has dropped down afterwards.
2. As is observed, the figures for imprisonment in the five mentioned countries show no overall pattern of increase or
decrease rather shows the considerable fluctuation from country to country.
3. Generally speaking, USA had a far more standard life than all the other 4 mentioned countries.

The structure of the IELTS Academic Writing Task 1 (Report Writing):

Introduction:
Introduction (Never copy word for word from the
question.) + Overview/ General trend. (What the
diagrams indicate at a first glance.)

Reporting Details:
Main features in the Details
+ Comparison and Contrast of the data. (Do not give all the figures.)
+ Most striking features of the graph.

Conclusion:
Conclusion (General statement + Implications, significant comments)
[Conlcusion is optional.]

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Tips:
1. Write introduction and General trend in the same paragraph. Some students prefer to write the 'General Trend' in
a separate paragraph and many teachers suggest the both to be written in a single paragraph. Unless you have a
really good reason to write the general trend in the second paragraph, try to write them both in the first paragraph.
However, this is just a suggestion, not a requirement.
2. Your 'Introduction (general statement + overall trend/ general trend) should have 75 - 80 words.
3. DO NOT give numbers, percentages or quantity in your general trend. Rather give the most striking feature of the
graph that could be easily understood at a glance. Thus it is suggested to AVOID -"A glance at the graphs reveals
that 70% male were employed in 2001 while 40 thousand women in this year had jobs." And use a format
/comparison like the following: "A glance at the graphs reveals that more men were employed than their
female counterpart in 2001 and almost two-third females were jobless in the same year. "

Vocabulary to Start the Report Body:

Just after you finish writing your 'Introduction' (i.e. General Statement + General overview/ trend), you are expected to
start a new paragraph to describe the main features of the diagrams. This second paragraph is called the 'Body
Paragraph / Report Body". You can have a single body paragraph/ report body or up to 3, (not more than 3 in any case)
depending on the number of graphs provided in the question and the type of these graphs. There are certain phrases
you can use to start your body paragraph and following is a list of such phrases ---

1. As is presented in the diagram(s)/ graph(s)/ pie chart(s)/ table...

2. Now, turning to the details....
3. As can be seen in the...
4. According to the...
5. The table data clearly shows that...
6. As the diagrams suggest...
7. Getting back to the details...

Vocabulary to show the changes:

Trends Verb form Noun Form

Increase rise / increase / go up / uplift / rocket(ed) / a rise / an increase / an upward trend /

climb / upsurge / soar/ shot up/ improve/ a growth / a leap / a jump / an
jump/ leap/ move upward/ skyrocket/ soar/ improvement/ a climb.
surge.

Decrease fall / decrease / decline / plummet / plunge / a fall / a decrease / a reduction / a

drop / reduce / collapse / deterioriate/ dip / downward trends /a downward
dive / go down / take a nosedive / slum / slide tendency / a decline/ a drop / a slide /
/ go into free-fall. a collapse / a downfall.

Steadiness unchanged / level out / remain constant / a steadiness/ a plateau / a stability/ a

remain steady / plateau / remain the same / static
remain stable / remain static

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Gradual increase an upward trend / an upward

------------ tendency / a ceiling trend

Gradual decrease a downward trend / a downward

------------ tendency / a descending trend

Standability/ Flat level(ed) off / remain(ed) constant /

remain(ed) unchanged / remain(ed) stable / No change, a flat, a plateau.
prevail(ed) consistency / plateaued / reach(ed)
a plateau / stay(ed) uniform /immutable /
level(ed) out/ stabilise/ remain(ed) the same.

Examples:
1. The overall sale of the company has increased by 20% at the end of the year.
2. The expenditure of the office remained constant for the last 6 months but the profit rose by almost 25%.
3. There was a 15% drop in the student enrollment of the University.

Tips:
1. Use 'improve' / 'an improvement' to describe a situation like economic condition or employment status. To
denote numbers use other verbs/nouns like increase.
2. Do not use the same word/ phrase over and over again. In fact, you should not use a noun or verb form to
describe a trend/change more than twice; once is better!
3. To achieve a high band score you need to use a variety of vocabulary as well as sentence formations.

Vocabulary to represent changes in graphs:

Type of Change Adverb form Adjective form

Rapid change dramatically / rapidly / sharply / quickly / dramatic / rapid / sharp / quick / hurried /
hurriedly / speedily / swiftly / significantly/ speedy / swift / significant / considerable /
considerably / substantioally / noticably. substantial / noticable.

Moderate change moderately / gradually / progressively / moderate / gradual / progressive

sequentially. / sequential.

Steady change steadily/ ceaselessly. steady/ ceaseless.

Slight change slightly / slowly / mildly / tediously. slight / slow / mild / tedious.

Example:
1. The economic inflation of the country increased sharply by 20% in 2008.
2. There was a sharp drop in the industrial production in the year 2009.
3. The demand for new houses dramatically increased in 2002.

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Vocabulary to represent frequent changes in graphs:

Type of Change Verb form Noun form

Rapid ups and downs wave / fluctuate / oscillate / vacillate / waves / fluctuations / oscillations /
palpitate vacillations / palpitations

Example:
1. The price of the raw materials fluctuated for the first three months.
2. The graph shows the oscillations of the price of fuel from 1998 to 2002.
3. The passenger number in this station oscillates throughout the day but early morning and evening are the two
busiest time.
Tips:
1.DO NOT try to present every single data presented in a graph. Rather pick 5-7 most significant and important
trends/ changes and show their comparisons and contrasts.
2. The question asks you to write a report and summarise the data presented in graphs(s). This is why you need to
show the comparisons, contrasts, show the highest and lowest points and most striking features in your answer, not
every piece of data presented in the diagram(s).

Types of Changes/ Differences and Vocabulary to present them:

Great change / Huge difference: Medium change / Moderate difference:
Adjectives Adverbs Adjectives Adverbs
Overwhelming Overwhelmingly Somewhat Somewhat
Substantial Substantially Moderate Moderately
Enormous Enormously Minor change / Small difference:
Big change / Big difference: Adjectives Adverbs
Adjectives Adverbs Fractional Fractionally
Significant Significantly Marginal Marginally
Considerable Considerably Slight Slightly

Useful Vocabulary for Graphs and Diagrams

Verbs
These verbs are alternatives to the basic rise and fall vocabulary. One advantage of using them is that
sometimes they aid you avoid repeating too many numbers. If you have a strong verb, you do not always have
to give the exact figure.
Up Verbs
Verbs Example
soar the use of water soared in March
leap the prices leapt to 90% in one year
Climb populations climbed to over one million by 1980
Rocket use of cars rocketed in the first decade
Surge a surge of migration is seen in November
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Reminders:
 “Soar “and “rocket” are both very strong words that describe large rises. “Rocket” is more sudden. You
probably do not need to qualify these verbs with adverbs.
 “Leap” shows a large and sudden rise. Again, you probably do not need to qualify it with an adverb.
 “Climb” is a relatively neutral verb that can be used with the adverbs below.

Down verbs
Verbs Example
Sink The cost of housing sunk after 2008
Slip back Use of electricity slipped back to 50 in May
Dip Divorce rate dipped in the 60s
Drop A drop in crime can be seen last year
Plummet Tourists to the city plummets after September

Reminders:
 “Plummet” is the strongest word here. It means to fall very quickly and a long way.
 “Drop” and “drop” are normally used for fairly small decreases
 “Slip back” is used for falls that come after rises
 “Drop” and “Dip” are also frequently used as nouns: “a slight dip” “a sudden drop”

Adjectives and adverbs

This is a selection of some of the most renowned adjectives and adverbs used for trend language. Please be
cautious. This is an area where it is possible to make low-level mistakes. Make sure that you use adjectives
with nouns and adverbs with verbs:
 a significant rise – correct (adjective/noun)
 rose significantly – correct (adverb/verb)
 a significantly rise – wrong
Please also note the spelling of the adverbs. There is a particular problem with the word “dramatically:
 dramatically – correct
 dramaticly – wrong
 dramaticaly – wrong

Adjectives of Degree
Adjective Example Adverb Example
Significant A significant change Significantly Changed significantly
Dramatic A dramatic shift Dramatically Sifts dramatically
Sudden A sudden rise Suddenly Has risen suddenly
Substantial A substantial gain Substantially Gained substantially
Sharp A sharp decrease Sharply Had decreased sharply

Reminders:
 “sudden” and “sharp” can be used for relatively minor changes that happen quickly
 “spectacular” and “dramatic” are very strong words only used for big changes

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Steady Adjectives
Adjective Example Adverb Example
Consistent A consistent flow Consistently Flowed consistently
Steady A steady movement Steadily Moved steadily
Constant Constant shift Constantly Sifted constantly

Small adjectives
Adjective Example Adverb Example
Slight A slight rise Slightly Rose slightly
Gradual A gradual fall Gradually Has fallen gradually
Marginal A marginal change Marginally Had changed marginally
Modest A modest increase Modestly Increases modestly

Reminder:
 “marginal” is a particularly useful word for describing very small changes

Other useful adjectives

These adjectives can be used to describes more general trends
Adjective Example
Upward By looking at the five data points, there appears to be a clear upward pattern in
prices
Downward Over the past quarter century there is a downward trend in use of pesticides
Overall The overall shift in the market seems to favour the use of nuclear power

Reminders:
 “overall” can be used to describe changes in trend over the whole period: very useful in introductions and
conclusions
 “upward” and “downward” are adjectives: the adverbs are “upwards” and “downwards”

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  increased at a steady rate  finish at

 a slight fall  fell  stood at
 kept rising  increased sharply  finishing the period at
 reached a peak  a low of
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.

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Dates, Months & Years related vocabulary and grammar:

Useful time expressions

over the next... / for the following... (for the following two months... over the next six months...)
from ... to / between ... and (from June to August... between June and August...)
during (during the first three months...)
 From 1990 to 2000, Commencing from 1980, Between 1995 and 2005, After 2012.
 By 1995, In 1998, In February, Over the period, During the period, During 2011.
 In the first half of the year, For the first quarter, The last quarter of the year, During the first decade.
 In the 80s, In the 1980s, During the next 6 months, In the mid-70s, Next 10 years, Previous year, Next year,
Between 1980 - 1990.
 Within a time span of ten years, within five years.
 Next month, Next quarter, Next year, Previous month, Previous year.
 Since, Then, From.

Percentage, Portion and Numbers:

Percentages:
10% increase, 25 percent decrease, increased by 15%, dropped by 10 per cent, fall at 50%, reached to 75%, tripled,
doubled, one-fourth, three-quarters, half, double fold, treble, 5 times higher, 3 timers lower, declined to about 49%,
stood exactly at 43%.

Reminder:
Percent is the word form of the symbol %. We can use 10% or 10 percent. Percentage is the noun form:
The percentage of children using supplements. NOT The percent of children...

Fractions:
4% = A tiny fraction. 32% Nearly one-third, nearly a third. 73% = Nearly three quarters.
24% = Almost a quarter. 49% = Around a half, just under a 77% = Approximately three quarter,
25% Exactly a quarter. half. more than three-quarter.
26% = Roughly one quarter 50% Exactly a half. 79% = Well over three quarter.
51% = Just over a half.
Proportions:
2% = A tiny portion, a very small 16% = A small minority, a small 72% = A significant majority, A
proportion. portion. significant proportion.89% = A very
4% = An insignificant minority, an 70% = A large proportion. large proportion.
insignificant proportion. 89% = A very large proportion.

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IELTS Writing Task 1: ages and age groups

It's easy to make small mistakes when describing ages and age groups. Here are some examples that should
help.
One person: More than one person: Age groups with more than one person:
 He is 10 years old.  The children in the class are all  The chart shows the preferred hobbies
 He is a 10-year-old. 10 years old. of children (who are) between 10 and
 It is a class of 10-year-olds (or 12 years old.
 He is aged 10.
"10-year-old children").  The chart shows the preferred hobbies
 The children in the class are all of 10- to 12-year-olds (or "10- to 12-
aged 10. year-old children").
 The chart shows the preferred hobbies
of children aged 10 to 12.

You should spend about 20 minutes on this task.

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.

Write at least 150 words.

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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, downloads of ActiveX and Java showed similar patterns, 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 downloads 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 198)

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 won’t 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 bold:

It can clearly be seen that ActiveX was the most popular computer package to download, whilst Net was
the least popular of the three Downloads of ActiveX and Java showed similar patterns, 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 Java downloads 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.

Body Paragraph One:

To begin, downloads of 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
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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 downloads 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.

Body Paragraph Two:

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.

Common Problems

1. Not knowing which information to include in your answer.

2. Being unaware of what the examiner expects.
3. Including opinion and drawing conclusions.
4. Not using an appropriate structure.
5. Not using appropriate grammar for describing data, trends and making comparisons.
6. Not using a wide variety of appropriate vocabulary.
7. Failing to write an effective overview.
8. Copying words and phrases from the question.
9. Failing to support descriptions, trends and comparisons with accurate data.
10. Writing one long paragraph.

Different Kinds of Chart Question

There are four different types of chart you may have to describe.

1. Line Chart (sometimes called a line graph)

2. Bar Chart
3. Pie Chart
4. Proportional Bar Chart

Can you identify them in the picture below?

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You also need to ask yourself if it is a static or dynamic chart. A static chart shows data from one time period.
A dynamic chart shows change over time. These will obviously require different tenses.

What IELTS Examiners Expect

The key to the speaking and writing tests is to know exactly what the examiners want and give it to them.

On the IELTS writing test you will be assessed on four things:

Task Achievement
This requires the students to accurately reflect the relevant information in the graph. If you gave your answer
to a stranger, would they be able to accurately reproduce the graph? If they could, then you have fulfilled this
task.

Coherence and Cohesion

This part of the marking criteria judges students’ ability to produce an answer that is clear, fluent and easy to
understand. Structure, appropriate vocabulary and good grammar help to boost your score here. Good
paragraphing and appropriate use of cohesive devices can also be used to gain a higher score.

Lexical Resource
This section is all about vocabulary and is often the most misunderstood. It is NOT about inserting as many
long words as you can think of. It is about choosing relevant, appropriate and accurate words. You will help
your score here by using a variety of vocabulary and not simply copying the words in the question.

Grammatical Range and Accuracy

Obviously, you have to produce grammatically accurate sentences to do well in this section, but it is also about
using the appropriate structures. You are expected to use different structures for describing numbers, trends
and making comparisons. The most common grammar mistake students make in IELTS task 1 is not using
articles and plurals properly.
If at least 50% of your sentences are not grammatically correct it is hard to score over a band 7.
I will refer to these four categories in the rest of the post to help you focus on them.

Structure
Paragraph 1 (Introduction)
Sentence 1- Paraphrase Question
This paragraph should be one sentence long and demonstrates your ability to paraphrase. You do this by using
synonyms and we will look at it in more detail below.

Paragraph 2 (Overview)
Sentence 1- Overview of first main feature
Sentence 2- Overview of second main feature
Sentence 3- Make general comparison, if appropriate
An overview is a general statement, highlighting the most important information in the table. It should not
include any numbers. This is just a summary of the main features. The examiner is testing your ability to
identify the most important information and then summarise it. Important information could include general

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trends, increase/decreases, differences, comparisons etc. More on how to identify significant features and
write an effective overview below.

Paragraph 3 (Details of significant feature 1)

Sentence 1- Supporting details
Sentence 2- Supporting details
Sentence 3- Supporting details/comparison details/exceptions, if appropriate
In this paragraph you take the first general statement from paragraph 2 and support it with details from the
graph. The examiner is looking for your ability to choose the correct data and ability to describe data, trends,
comparisons etc. You then repeat this process for paragraph 4, only this time you describe the second
sentence in paragraph 2.

Paragraph 4 (Details of significant feature 2)

Sentence 1- Supporting details
Sentence 2- Supporting details
Sentence 3- Supporting details/comparison details/exceptions, if appropriate
Notes:
 Four paragraphs and 9-10 sentences. Obviously, you need to be flexible and write 8-12 sentences
depending on the question. There may also be three significant features, in which case you can adjust
the structure slightly.
 You should not write a conclusion. Conclusions are for opinion or discursive essays and we are not
expected to this in task 1.

Identifying Main Features

Things that you should be looking for include:
 High/low values
 Erratic values
 Biggest increase/decrease
 Volatile data
 Unchanging data
 Biggest majority/ minority (pie charts)
 Biggest difference/similarities
 Major trends
 Notable exceptions

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Sample Answer
You should spend about 20 minutes on this task.
The chart below gives information on the percentage of British people giving
money to charity by age range for the years 1990 and 2010.
Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.

The diagram shows the levels of charitable donations of people living in Britain, separated by age, between
1990 and 2010.
Overall, there was a general decrease in the percentage of people who donated money over the two time
periods. However, the pattern differs between the three age groups before 50 and the two age groups after
the age of 50.
The highest decrease was in the 18-25 category, which saw a decrease of 10%, from 17% in 1990 to 7% in
2010. 42% of people in the 36-50 age group gave to charity in 1990, the highest on the chart, and this fell to
35% in 2010. There was also a significant decline in donations among 26-35 year olds, from 31% to 24%.
The exception to this general trend downwards was among the 51-65 year olds and over 65s. In 2010, the 51-
65 year olds gave the highest percentage with nearly 40 per cent and this rose from 35% in 1990. Finally, those
over 65 displayed a slight percentage increase of 3 per cent.
(174 words)

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ACTIVITY 1
You should spend about 20 minutes on this task.

The charts below show the results of a survey about what people of different age groups say makes
them most happy.

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

Write at least 150 words.

You should spend about 20 minutes on this task.

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ACTIVITY 2

You should spend about 20 minutes on this task.

The graph below shows population figures for India and China since the year 2000 and predicted
population growth up until 2050.

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

Write at least 150 words.

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ACTIVITY 3
You should spend about 20 minutes on this task.

The chart below shows estimated world literacy rates by region and by gender for the year 2000.

Write a report for a university lecturer describing the information below.

You should write at least 150 words.

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ACTIVITY 4

You should spend about 20 minutes on this task.

The tables below give information about sales of Fairtrade*-labelled tea and pineapples in 2010 and
2015 in five European countries.

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

Write at least 150 words.

Sales of Fairtrade-labelled tea and pineapples (2010 & 2015)

*Fairtrade: a category of products for which farmers from developing countries have been paid an officially
agreed fair price.

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