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Ielts Cambridge 1

The document includes various sections on listening and reading exercises, as well as an analysis of population trends among elderly individuals in Japan, Sweden, and the USA from 1940 to 2040. It discusses the implications of gender balance in university admissions, advocating for equal opportunities based on skills and interests rather than fixed numbers. Additionally, it provides useful phrases for writing IELTS Task 2 essays.

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3 views7 pages

Ielts Cambridge 1

The document includes various sections on listening and reading exercises, as well as an analysis of population trends among elderly individuals in Japan, Sweden, and the USA from 1940 to 2040. It discusses the implications of gender balance in university admissions, advocating for equal opportunities based on skills and interests rather than fixed numbers. Additionally, it provides useful phrases for writing IELTS Task 2 essays.

Uploaded by

obidovbobur6768
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Listening

1. Mini bus
2. 15 people
3. April 16
4. Pallisades
5. B
6. D
7. 290 dollar
8. 14 days
9. 20 percent
10. 39745T
11. Recommended
12. S
13. S
14. Satisfacture
15. S
16. Traffic jam
17. Danguages
18. Small picture
19. Babies card
20. Card
21. A
22. B
23. C
24. C
25. D
26. Full time
27. Twice a week
28. Busy
29. Each course
30. Office
31. Politics
32. Economic model
33. Children education
34. Car
35. Many years
36. Beginning to happen
37. Advise
38. Financial skill
39. The course
40. Economic skill
Reading

1. A
2. F
3. H
4. 1575 euro
5. French academic
6. Cornerstone
7. Pension
8. T
9. F
10. NG
11. T
12. F
13. T
14. C
15. D
16. I
17. B
18. E
19. F
20. A
21. D
22. B
23. T
24. T
25. NG
26. F
27. Yes
28. No
29. Ng
30. No
31. Yes
32. Yes
33. D
34. C
35. C
36. C
37. A
38. D
39. E
40. H
The line graph compares the proportion of population aged 65 and
over in three countries between 1940 and 2040. Looking from an overall
perspective, it is readily apparent that the population of the Japan aged 65
and over is increased after 2020 than other country while now all
country’s population aged 65 and over has increased significantly over
the past ten years. The population of the US aged 65 and over is not
increased by 2020.
In terms of the countries with the greatest increases, the United
States and Sweden rose steadily from 9% and 7% in 1940 to 15% and
14% by 2000. The population of the US before a precipitous climb
to 16% over the next several years and then it suddenly went up and will
go up about 23 percent in the next 20 years while Sweden’s population
aged 65 and over surge with occasional fluctuations over the remainder of
the period to finish at around 26%.
For the population aged with more marginal rises, there
were similar declines to near 5% for Japan for the 20th century in
question prior to steady rises. Since 2000, the population of the Japan
aged 65 and over has been slowly increasing but last decade it suddenly
went up and will go up about 26 percent.
The line graph illustrates the proportion of the population aged 65 and
over in Japan, Sweden, and the USA between 1940 and 2040.

Overall, while all three countries experienced an increase in the elderly


population over the period, Japan is projected to witness the most
dramatic rise after 2020, surpassing both Sweden and the USA by 2040.
Initially, the USA and Sweden had higher proportions compared to Japan.

In 1940, around 9% of Americans and 7% of Swedes were aged 65 and


above, whereas the figure for Japan was lower, at approximately 5%.
From 1940 to 2000, the percentages in the USA and Sweden rose
gradually, reaching around 15%, while Japan's elderly population
remained relatively stable.

After 2000, the trends diverged. The proportion of elderly people in the
USA continued to rise slowly, reaching about 17% by 2020 and is
expected to reach 23% by 2040. Sweden followed a similar pattern but
with occasional fluctuations, projected to end at around 25%. In contrast,
Japan's elderly population began increasing sharply around 2000, and this
upward trend is forecast to continue steeply, reaching nearly 27% by
2040 — the highest among the three.
Many people believe that universities should accept the same number of
male and female students in each subject. I partly agree with this idea, but
I also think that there are some problems with it.

On the one hand, it is good to have both genders in every subject. This
helps create a balanced learning environment. For example, in the past,
engineering was mostly for men and nursing was for women. If
universities give equal chances, women can study engineering, and men
can study nursing. This will break stereotypes and allow students to
follow their interests.

On the other hand, making the numbers equal in all subjects may not be
practical. Sometimes, there are more students of one gender who are
interested in a subject. For example, more boys may apply to computer
science, while more girls may want to study literature. Forcing equal
numbers can stop some students from studying what they really like.

In my opinion, students should be chosen based on their skills and


interest, not just gender. Everyone should have the same chance, but the
final decision should depend on who is better prepared for the subject.

In conclusion, while it is important to give equal opportunities to boys


and girls, universities should not fix numbers. Instead, they should choose
students based on ability and passion.
IELTS Task 2 uchun umumiy, barcha mavzularga mos tayyor iboralar:
Kirish (Introduction) uchun:
Many people believe that...
➤ (Ko‘pchilik shunday deb hisoblaydi...)

There is a growing debate about whether...


➤ (Bu borada tobora kuchayib borayotgan bahs bor...)

This essay will discuss both sides and give my opinion.


➤ (Ushbu insho ikkala tomonini ko‘rib chiqadi va shaxsiy fikrimni
bildiradi.)

Asosiy fikrni bildirish uchun (Body):


On the one hand,... / On the other hand,...
➤ (Bir tomondan,... / Boshqa tomondan,...)

One reason for this is that...


➤ (Buning bir sababi shundaki...)

For example,...
➤ (Masalan,...)

This can lead to...


➤ (Bu quyidagiga olib kelishi mumkin...)

Another important point is that...


➤ (Yana bir muhim jihat shundaki...)

Shaxsiy fikrni ifodalash uchun:


In my opinion,...
➤ (Mening fikrimcha,...)

I believe that...
➤ (Menimcha...)

I personally think that...


➤ (Shaxsan men o‘ylaymanki...)

Xulosa (Conclusion) uchun:


In conclusion,...
➤ (Xulosa qilib aytganda,...)
To sum up,...
➤ (Qisqacha aytganda,...)

It is clear that...
➤ (Shuni aytish mumkinki...)

Therefore, I believe that...


➤ (Shuning uchun, men ishonamanki...)

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