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IELTS School BD
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Academic-Task 1
Minimum 150 WORDS
One third- mark
Task 1- types

1. Line graph
2. Bar graph
3. Pie chart
4. Table
5. Mixed charts
6. Map
7. Flowchart

4 paragraphs for writing task 1:

i. Introduction- just paraphrase the question’s first sentence

ii. Overview – সবচেচে significant issue, 2/1 sentence,

overall/it is evident that দিচে শুরু করচে হে ।
iii. Body para 1- selecting and reporting the main
features
iv. Body para 2- make comparisons where relevant
*Special features for writing task 1-

- দিজস্ব ককোি মেোমে কিেো যোচব িো

- ককোি Conclusion হচব িো
- Introduction- 1st verb – present tense এ হচব ।
- Synonym of the verb and other words as much as possible
- Common vocabulary
- Respectively এর বযবহোর

A number of cars of Tamim, Shakib and Masrafe are 23, 35 and 29

respectively.

Time variation: (2007-2010)

- In 2009
- For 3 years after 2010
- At the beginning of the time
- Within the period of 4 year from 2007 to 2010
- In the years 2007 and 2010
- In the year 2010
- Between 2007 and 2010
- During the period from _____ to _____
- In a four-year period from 2007 to 2010
- Over the period of 4 years starting from 2007.

Describing a trend :
General sentence:
- The earning of ______ reached a peak at _____ in_____
- The income fell to its lowest point at ______ in _____

Experienced/witnessed
- The figure experienced a gradual rise from ______ to _____ between _____ and ______
- The population growth witnessed a sharp decline from ______ to _____ between _____
and ______
 There was a ______
- There was a rapid decline by almost 2000 mil __________
- There was a exponential rise from ____ to _____

Describing a number :
- The profit increased/decreased from _____ to __________ . (last number)
- The profit increased/decreased by ____________. (difference)
- There was an increase of ___________ (difference)
- There was an increase in the number internet users in ______

Quick or Sharp Increase:

Exponential Considerable Quick
Gradual Sharp Frequent
Rapid Moderately

Normal Increase:
how to describe line graph
- Increase – increased – will increase
- Rise up – rose up – will rise up
- Climb – climbed – will climb
- Go up – went up – will go up
- Surge – surged – will surge
- Gain – gained – will gain
- Hitting a top-point

Data accuracy
- Just over
- Just above
- Slightly over
- Considerably more than
- Well over
Normal Decrease:
- Decrease – decreased – will decrease
- Diminish – diminished - will diminish
- Decline – declined – will decline
- Go down – went down – will go down
- Drop – dropped – will drop
- Hitting a low-point
- Hitting the lowest point

Data accuracy
- Just under
- Slightly under
- Considerably less than
- Well under

Neutral (for data accuracy)

- Almost/about
- Nearly
- Close to
- Approximately
 1. Line Graph- 1
The charts below show the changes in ownership of electrical appliances and amount of
time spent doing housework in households in one country between 1920 and 2019.

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

The charts above depict the changes that ownership of electrical appliances, and amount of time
doing housework had gone through from 1920 to 2019 percentagewise.

Overall, all three appliances namely washing machine, refrigerator and vacuum cleaner
experienced upward trend during the century, and it caused a decrease in amount of time spent
for household work.

Refrigerators witnessed the most significant rise, beginning at just over 0% in 1920, surging to more than
50% by 1950, and then continuing to rise steadily until plateauing at 100% around 1980. Vacuum
cleaners started higher at 30% and then rose by precisely 20% every 20 years until 1960 when growth
tapered and ownership ultimately reached 100% by 1980. In contrast, proportions for washing machines
began at 40%, climbed to 70% by 1960, then fell slightly, and recovered to finish the period at just above
70%.
The result for housework was that time spent washing clothes, preparing meals, and cleaning fell steadily
from 50 hours a week in 1920 to 20 by 1960. After that, the decline was more gradual, reaching slightly
above 10 hours by 2019.

2. Bar Graph- 1
The charts below give information about USA marriage and divorce rates between 1970 and
2000, and the marital status of adult Americans in two of the years.
Summarize the information by selecting and reporting the main features, and make comparisons
where relevant.

» Write at least 150 words.

Sample Answer 1:
The first chart illustrates the change in the number of marriages and divorces in the US over a
30-year period from 1970. The second chart compares the proportion of American adults’
different marital statuses in two years, 1970 and 2000.
Overall, there was a clear downward trend of people getting married in the US. Although a
majority of adult Americans were married in both recorded years, there was a quite higher
percentage of people staying single in 2000.
From 1970 to 1980, 2.5 million marriages were registered in America; however, this number
gradually decreased to 2 million by the year 2000. In contrast, the number of divorces filed was
around 1 million in 1970 and then reached a peak at almost 1.5 million a decade later. There had
been since then fewer divorces and the figure fell back to 1 million in 2000, exactly 50% of that
of the marriages in the same year.
The percentage of married American adults dropped from 70% in 1970 to around 60% in 2000.
Similarly, there was a marginal decrease in the proportion of widowed people. The figures for
never-married people and divorced ones experienced a slight rise, by around 8% for each
category.

3. Pie Chart-1
The three pie charts below show the changes in annual spending by a particular UK school in 1981, 1991
and 2001.
Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.
The information regarding changes in spending for the year by a particular Uk school in
three years is depicted by rendered pie chart.

Overall, it can be vividly manifested that in the initial year, the minuscule percentage of
spending was on Insurance whilst the maximum proportion was on Teachers’ salaries in
the final year throughout the period.
Looking at the pie chart, regarding total school spending in 1981, the total expenditure on
teachers” salaries was 40 % against 28 % for other workers’ wages. In contrast, the total
spending in the United Kingdom school on Furniture and equipment and resources was
identical by nearly one-tenth and declined by 13 per cent of expenditures on Insurance.
Nevertheless, there was a negligible difference of approximately 2 per cent in expenditure
on Insurance, Furniture and equipment. The spending on other workers’ salaries and
resources was 22% and 20% respectively, and the spending on teachers’ salaries in 1991
tops the list.

Probing ahead, in connection to total school spending of 2001 on Insurance was 8% which
witnessed an incline of 37 % in Teachers’ salaries and declined to just about one-fifth in
Furniture and equipment. Nevertheless, the spending on resources was near about one-
tenth, which increased other workers’ wages, accounting for 15 per cent.
 4. Table- 1
The Table below shows the results of a survey that asked 6800 Scottish adults (aged 16
years and over) whether they had taken part in different cultural activities in the past 12
months.

The table indicates the results of the survey from 6800 Scottish adults who were
interviewed in the past 12 months.
Overall, dancing, singing, playing musical instruments and acting had the highest
number of participants, while computer-based activities had the least number of
joiners.
To begin, any performance which consists of dancing, singing, playing musical
instruments and acting were mostly popular activities that people aged 16-44
taking part in, with 35% of people aged 16-24 and 22% of people aged 25-44. In
contrast, undertaking any crafts was mostly enjoyed in the age group of 25-74, at
22%. There was also a major number of participants aged 16-24 took part in any
virtual art activities, at 30%.
Regarding from the table, there was the least percentage of people aged 45-74 took
part in any writing and computer-based activities, at 5%, and a similar percentage
was for people aged 25-44 chose to do any writing activities. In terms of the age
group of 16-24, only 10% took part in computer-based activities and 11% chose to
undertake any crafts and purchase culture. It is clear that those activities had the
lowest percentage of participants of this age group.
 5. Mixed Charts- 1
The chart below shows the main reasons why agricultural land has become less
productive. The table shows how these causes affected three regions of the world
during the 1990s.
Summarize the information by selecting and reporting the main features and make comparisons
where relevant.

Main Reasons why Agricultural Land Becomes Less Productive- Pie

Chart and Table

The pie chart outlines the key factors as to why land used for agriculture produces less
over time, while the table gives a breakdown of the effect these causes had on
agricultural land in three regions during the 1990s.
Overall, over-grazing, deforestation, and over-cultivation are all significant causes of
land degradation globally, but the causes of less productive land in specific
regions varies.
The pie chart shows that over-grazing by livestock is the most significant factor in
land becoming degraded with 35% of land being affected in this way. However, this is
closely followed by deforestation (30%) and over-cultivation (28%), with the
remaining 7% being made up of other causes

With respect to the table, it is clear that in the 1990s the North American region had
the lowest amount of degraded land at just 5%. Of this land, about two-thirds was
damaged by over-cultivation, just under a third by over-grazing, and a minimal
amount by deforestation. In contrast, at the same time almost a quarter (23%) of
arable land in Europe was degraded. Unlike the American region, the main factor in
Europe was deforestation, with 9.8% of total land affected in this way. Moreover,
over-cultivation (7.7%) and over-grazing (5.5%) were also majorly responsible for the
deterioration of land quality. In the final region, Oceania, the main cause of land
degradation was clearly over-grazing with 11.3% of land being affected by this out of
a total of 13% of land degraded in total. Conversely, over-cultivation appeared to play
no role in this part of the world, while deforestation affected only a relatively small
amount (1.7%) (250 words)
 6. Map -1
The maps below show the canter of a small town called Islip as it is now, and plans for its
development.
Summarize the information by selecting and reporting the main features, and make comparisons
where relevant.

The map reflects the current structure of the small town called Islip and the expected future
development plan of the town.
Overall, the town will get new amenities such as bus stations, shopping centre, car parking, and
new housing.
In the east-west of the town centre there is a main road. This main road leads to two side roads.
One is heading to the school which is situated in the southwest of Islip and the other is a park in
the southeast. In the future plan, the main road will be for pedestrians and the two side roads will
be a dual carriageway extending towards the countryside. In the north of the main road, there are
shops situated which might be demolished and a bus station, shopping centre, a car park and also
some new housing will take place.
The shops that are at the south of the main road will remain there but the housing will be
relocated. The portion of the park located nearby will be removed and the new residential
buildings will come into place and the school will get extended.
 7. Flowchart or Diagram

The diagram shows the procedure for university entry for high school graduates.

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

Illustrated in the flowchart is the procedure which students, who have graduated from
high school, follow when applying for a college course.

Overall, there are several steps commencing with high school graduation and ending with
either rejection of the application or successfully entering university.

Once the application form has been downloaded and completed by high school graduates,
it is forwarded to the university admin department where there are 3 possible outcomes.
If it is rejected, it will either be cancelled, or the applicant can apply for a different course
and resubmit their alternate application to the same department.

Alternatively, when the form is provisionally accepted, after a 2-week consideration

period, the applicant is required to gather and provide additional documents to support
their application and then submit these to the college. Once candidates are accepted, at
the end of a fourteen-day appraisal, they can complete their registration with the Dean,
after they have chosen their preferred subjects and then they finally join the college.