Cambridge Model Essays

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CAMBRIDGE MODEL ESSAYS

– BAND 8.5-9.0 –
TẠI SAO PHẢI HỌC WRITING Ở CUỐN CAMBRIDGE IELTS?
Ryan đã có 1 cuộc nói chuyện với cô Pauline Cullen (tác giả cuốn Official Guide to IELTS)
và đã được hướng dẫn về 1 bài chuẩn 9.0. Nguyên văn cô nói (ảnh phía dưới) rằng muốn
biết bài đạt điểm tuyệt đối như thế nào (điểm 10 😊 – ‘invisible band 10’ - nguyên văn)
thì hãy xem ở các cuốn CAMBRIDGE IELTS vì đó là những bài do chính examiners viết.
Do vậy, Ryan sẽ tổng hợp lại tất cả các bài mẫu từ cuốn CAM 1-13 cả Writing task 1 để cả
nhà cùng học. Sau đó, mình sẽ phân tích cụ thể từng câu để các bạn cùng hiểu vì sao bài
được điểm cao.
Lưu ý, trước khi học theo 1 bài viết ‘band cao’ (cái mà bạn bắt gặp rất nhiều trên mạng),
hãy lưu ý nguồn gốc và cách lập luận của họ xem có logic và đọc có xuôi không, tránh
những bài viết chưa được kiểm chứng hoặc ‘tự nhận band cao’. Bạn sẽ càng loạn nếu đọc
các bài essay ‘band cao’ đấy.
Tuy nhiên, các bài viết dưới đây cũng chỉ là ý kiến cá nhân của examiners, các bạn có thể
không đồng ý rằng đây là 1 bài band cao (nhất là các bài trong cuốn CAM IELTS từ 1-8).
Điều đó rất bình thường, nhưng hãy xem cách lập luận của người bản địa và tự rút ra kinh
nghiệm cho chính mình.
Composed by Vu Hai Ryan

https://www.ryanielts.com/
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Contents
TẠI SAO PHẢI HỌC WRITING Ở CUỐN CAMBRIDGE IELTS?........................................................................... 1
CÁC BÀI MODEL ESSAYS ................................................................................................................................ 5
CAMBRIDGE IELTS 1 .................................................................................................................................. 5
TASK 1.................................................................................................................................................... 5
TASK 2.................................................................................................................................................... 6
TASK 2.................................................................................................................................................... 7
CAMBRIDGE IELTS 2 .................................................................................................................................. 8
TASK 1.................................................................................................................................................... 8
TASK 2.................................................................................................................................................... 9
TASK 2.................................................................................................................................................... 9
TASK 1.................................................................................................................................................. 10
TASK 1.................................................................................................................................................. 12
TASK 2.................................................................................................................................................. 13
TASK 1.................................................................................................................................................. 14
CAMBRIDGE IELTS 3 ................................................................................................................................ 15
TASK 2.................................................................................................................................................. 15
TASK 1.................................................................................................................................................. 15
TASK 2.................................................................................................................................................. 17
TASK 1.................................................................................................................................................. 18
TASK 2.................................................................................................................................................. 19
TASK 1.................................................................................................................................................. 20
CAMBRIDGE IELTS 4 ................................................................................................................................ 21
TASK 2.................................................................................................................................................. 21
TASK 2.................................................................................................................................................. 22
CAMBRIDGE IELTS 5 ................................................................................................................................ 22
TASK 1.................................................................................................................................................. 22
TASK 1.................................................................................................................................................. 23
TASK 1.................................................................................................................................................. 25
TASK 1.................................................................................................................................................. 26
TASK 2.................................................................................................................................................. 27
TASK 2.................................................................................................................................................. 27
CAMBRIDGE IELTS 6 ................................................................................................................................ 28
TASK 1.................................................................................................................................................. 28
TASK 2.................................................................................................................................................. 30

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TASK 2.................................................................................................................................................. 30
CAMBRIDGE IELTS 7 ................................................................................................................................ 31
TASK 1.................................................................................................................................................. 31
TASK 1.................................................................................................................................................. 32
TASK 1.................................................................................................................................................. 33
TASK 2.................................................................................................................................................. 35
TASK 2.................................................................................................................................................. 36
CAMBRIDGE IELTS 8 ................................................................................................................................ 36
TASK 1.................................................................................................................................................. 36
TASK 1.................................................................................................................................................. 38
TASK 1.................................................................................................................................................. 39
TASK 2.................................................................................................................................................. 40
TASK 2.................................................................................................................................................. 41
CAMBRIDGE IELTS 9 ................................................................................................................................ 41
TASK 1.................................................................................................................................................. 41
TASK 1.................................................................................................................................................. 43
TASK 2.................................................................................................................................................. 44
TASK 2.................................................................................................................................................. 44
CAMBRIDGE IELTS 10 .............................................................................................................................. 45
TASK 1.................................................................................................................................................. 45
TASK 1.................................................................................................................................................. 47
TASK 2.................................................................................................................................................. 48
TASK 2.................................................................................................................................................. 49

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CÁC BÀI MODEL ESSAYS

CAMBRIDGE IELTS 1
TASK 1
The chart below shows the amount of money per week spent on fast foods in Britain.
The graph shows the trends in consumption of fast-foods.
Write a report for a university lecturer describing the information shown below.

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Model answer 165 words
The chart shows that high income earners consumed considerably more fast foods than
the other income groups, spending more than twice as much on hamburgers (43 pence
per person per week) than on fish and chips or pizza (both under 20 pence). Average
income earners also favoured hamburgers, spending 33 pence per person per week,
followed by fish and chips at 24 pence, then pizza at 11 pence. Low income earners appear
to spend less than other income groups on fast foods, though fish and chips remains their
most popular fast food, followed by hamburgers and then pizza.
From the graph we can see that in 1970, fish and chips were twice as popular as burgers,
pizza being at that time the least popular fast food. The consumption of hamburgers and
pizza has risen steadily over the 20 year period to 1990 while the consumption of fish and
chips has been in decline over that same period with a slight increase in popularity since
1985.
TASK 2
News editors decide what to broadcast on television and what to print in
newspapers. What factors do you think influence these decisions? Do we become
used to bad news? Would it he better if more good news was reported?
Model answer: 300 words
It has often been said that “Good news is bad news” because it does not sell newspapers.
A radio station that once decided to present only good news soon found that it had gone
out of business for lack of listeners. Bad news on the other hand is so common that in
order to cope with it, we often simply ignore it. We have become immune to bad news
and the newspapers and radio stations are aware of this.
While newspapers and TV stations may aim to report world events accurately, be they
natural or human disasters, political events or the horrors of war, it is also true that their
main objective is to sell newspapers and attract listeners and viewers to their stations. For
this reason, TV and radio stations attempt to reflect the flavour of their station by
providing news broadcasts tailor-made to suit their listeners’ preferences. Programmes
specialising in pop music or TV soap operas focus more on local news, home issues and
uptodate traffic reports. The more serious stations and newspapers like to provide “so
called” objective news reports with editorial comment aimed at analysing the situation.

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If it is true, then, that newspapers and TV stations are tailoring their news to their readers’
and viewers’ requirements, how can they possibly be reporting real world events in an
honest and objective light? Many radio and TV stations do, in fact, report items of good
news but they no longer call this news. They refer to these as human interest stories and
package them in programmes specialising, for instance, in consumer affairs or local issues.
Good news now comes to us in the form of documentaries the fight against children’s
cancer or AIDS, or the latest developments in the fight to save the planet from
environmental pollution.
TASK 2
We are becoming increasingly dependent on computers. They are used in
businesses, hospitals, crime detection and even to fly planes. What things will they
be used for in the future? Is this dependence on computers a good thing or should
we he more auspicious of their benefits?
Computers are a relatively new invention. The first computers were built fifty years ago
and it is only in the last thirty or so years that their influence has affected our everyday
life. Personal computers were introduced as recently as the early eighties. In this short
time, they have made a tremendous impact on our lives. We are now so dependent on
computers that it is hard to imagine what things would be like today without them. You
have only got to go into a bank when their main computer is broken to appreciate the
chaos that would occur if computers were suddenly removed world-wide.
In the future computers will be used to create bigger and even more sophisticated
computers. The prospects for this are quite alarming. They will be so complex that no
individual could hope to understand how they work. They will bring a lot of benefits but
they will also increase the potential for unimaginable chaos. They will, for example, be
able to fly planes and they will be able to co ordinate the movements of several planes in
the vicinity of an airport. Providing all the computers are working correctly nothing can
go wrong. If one small program fails — disaster.
There is a certain inevitability that technology will progress and become increasingly
complex. We should, however, ensure that we are still in a position where we are able to
control technology. It will be all too easy to suddenly discover that technology is
controlling us. By then it might be too late I believe that it is very important to be
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suspicious of the benefits that computers will bring and to make sure that we never
become totally dependent on a completely technological world.
CAMBRIDGE IELTS 2
TASK 1
The table below shows thefigures for imprisonment in five countries between 1930
and 1980. Write a reportfor a university, lecturer describing the information shown
below.
The table shows that the figures for imprisonment in the five countries mentioned indicate
no overall pattern of increase or decrease. In fact, there is considerable fluctuation from
country to country.
In Great Britain the numbers in prison have increased steadily from 30 000 in 1930 to
80,000 in 1980. On the other hand, in Australia, and particularly in New Zealand the
numbers fell markedly from 1930 to 1940. Since then they have increased gradually, apart
from in 1980 when the numbers in prison in New Zealand fell by about 30,000 from the
1970 total. Canada is the only country in which the numbers in prison have decreased
over the period 1930 to 1980, although there have been fluctuations in this trend. The
figures for the United States indicate the greatest number of prisoners compared to the
other four countries but population size needs to be taken into account in this analysis.
The prison population in the United States increased rapidly from 1970 to 1980 and this
must be a worrying trend.

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TASK 2
The position of women in society has changed markedly in the last twenty years.
Many of the problems young people now experience, such as juvenile delinquency,
arise from the fact that many married women now work and are not at home to
care for their children. To what extent do you agree or disagree with this opinion?
It is certainly true that the position of women in society has undergone a dramatic change
in the past twenty years but I do not feel that this is a direct cause of the indisputable
increase in juvenile-related problems during this period.
It is now accepted that young women should find work on leaving school; indeed, to rely
totally on their parents' financial support is no longer an option in many families. Likewise,
once they get married, the majority of women continue working since the financial
pressures of setting up a house and establishing a reasonable standard of living often
require two incomes.
Twenty years ago, it was common for women to give up work once they had children and
devote their time to caring for their children. This is no longer the general rule and the
provision of professionally-run child care facilities and day nurseries have removed much
of the responsibility for child rearing that used to fall to mothers. However, these facilities
come at a cost and often require two salaries coming into a family to be afforded.
I do not believe that the increase in the number of working mothers has resulted in
children being brought up less well than previously. Indeed, it could be argued that by
giving mothers the opportunity to work and earn extra money children can be better
provided for than previously. There is more money for luxuries and holidays and a more
secure family life is possible. Of course, there are limits as to the amount of time that
ideally should be spent away from home and the ideal scenario would be for one of the
parents (often the wife) to have a part-time job and thus be available for their children
before and after school. It is important to establish the correct balance between family
life and working life.
TASK 2
Fatherhood ought to be emphasized as much as motherhood. The idea that women
are solely responsible for deciding whether or not to have babies leads on to the
idea that they are also responsible for bringing the children up. To what extent do
you agree or disagree with the statement?

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I believe that child-rearing should be the responsibility of both parents and that, whilst
the roles within that partnership may be different, they are nevertheless equal in
importance. In some societies, it has been made easier over the years for single parents
to raise children on their own. However, this does not mean that the traditional family,
with both parents providing emotional support and role-models for their children, is not
the most satisfactory way of bringing up children.
Of crucial importance, in my opinion, is how we define 'responsible for bringing the

children up'. At its simplest, it could mean giving the financial support necessary to
provide a home, food and clothes and making sure the child is safe and receives an
adequate education. This would be the basic definition.
There is, however, another possible way of defining that part of the quotation. That would
say it is not just a father's responsibility to provide the basics for his children, while his
wife involves herself in the everyday activity of bringing them up. Rather, he should share
those daily duties, spend as much time as his job allows with his children, play with them,
read to them, help directly with their education, participate very fully in their lives and
encourage them to share his.
It is this second, fuller, concept of 'fatherhood' that I am in favour of, although I also realise
how difficult it is to achieve sometimes. The economic and employment situation in many
countries means that jobs are getting more, not less, stressful, requiring long hours and
perhaps long journeys to work as well. Therefore, it may remain for many a desirable ideal
rather than an achievable reality.
TASK 1
The first chart below shows the results ofa survey which sampled a cross-section of
100,000 people asking if they travelled abroad and why they travelledfor the period
1994-98. The second chart shows their destinations over the same period. Write a
reportfor a university lecturer describing the information shown below.

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This is an answer written by a candidate who achieved a Band 7 score. Here is the examiner's
comment:
The task is competently reported, although some details are ignored. The message is clear
and there is good use of cohesive devices to organise points. Despite some minor errors in
spelling and agreement, a good range of structures is used.
According to statistical Information, the main reason for traveling abroad is holidays,
business, and visits to friends and relatives. Indeed, there is a steady increase in the
number of holiday makers; while in 1996 there were about 17,896 of the sample in 1998
there were 20,700 of them. Moreover, with the Introduction of more countries within the
EC market, travelling for business has also increased. Although there is not a big
decrement 3,957 traveled abroad for business during 1998, compared with 3,249 in 1996.
Finally, traveling abroad for visiting friends and relatives shows a steady Increase over the

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period 1994—1998. While there were about 2,628 travelers in 1995 in 1998 the number
increased to 3,181 in 1998. Consequently, there is a steady increase in three main reasons
for travelling abroad; Holidays, business, or to visit relatives and friends.
In addition, there is also an Increased change in the destinations which people tend to
prefer for travelling. The area which appear to be more popular among travellers is
Western Europe. Indeed, while in 1994 only 19,371 of the sample preferred to spend their
holiday (or other reasons) in that main region, there was an increase to 24,519 in 1998.
North America and other areas appeared also favourable. In 1996, there were 1,167 going
to North America and 1,905 to other areas. These numbers increased to 1,823 and 2,486
accordingly. Statistical figures prove that Western Europe seems to be the most
favourable place for holiday makers while North America and other areas follow behind.
TASK 1
The chart below shows the amount ofleisure time enjoyedby men and women
ofdifferent employment status. Writea report for a university lecturer describing
the information shown below.
The chart shows the number of hours of leisure enjoyed by men and women in a typical
week in 1998-9, according to gender and employment status.

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Among those employed full-time, men on average had fifty hours of leisure, whereas
women had approximately thirty-seven hours. There were no figures given for male part-
time workers, but female part-timers had forty hours of leisure time, only slightly more
than women in full-time employment, perhaps reflecting their work in the home.
In the unemployed and retired categories, leisure time showed an increase for both sexes,
as might have been expected. Here too, men enjoyed more leisure time - over eighty
hours, compared with seventy hours for women, perhaps once again reflecting the fact
that women spend more time working in the home than men.
Lastly, housewives enjoyed approximately fifty-four hours of leisure, on average. There

were no figures given for househusbands! Overall, the chart demonstrates that in the
categories for which statistics on male leisure time were available, men enjoyed at least
ten hours of extra leisure time.
TASK 2
"Prevention is better than cure."
Out of a country's health budget, a large proportion should be diverted from

treatment to spending on health education and preventative measures. To what
extent do you agree or disagree with this statement?
Of course, it goes without saying that prevention is better than cure. That is why, in recent
years, there has been a growing body of opinion in favour of putting more resources into
health education and preventive measures. The argument is that ignorance of, for
example, basic hygiene or the dangers of an unhealthy diet or lifestyle needs to be
combatted by special nationwide publicity campaigns, as well as longer-term health
education.
Obviously, there is a strong human argument for catching any medical condition as early
as possible. There is also an economic argument for doing so. Statistics demonstrate the
cost-effectiveness of treating a condition in the early stages, rather than delaying until
more expensive and prolonged treatment is necessary. Then there are social or economic
costs, perhaps in terms of loss of earnings for the family concerned or unemployed benefit
paid by the state.
So far so good, but the difficulties start when we try to define what the 'proportion' of the
budget should be, particularly if the funds will be 'diverted from treatment'. Decisions on
exactly how much of the total health budget should be spent in this way ' are not a matter
for the non-specialist, but should be made on the basis of an accepted health service
model.
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This is the point at which real problems occur - the formulation of the model. How do we
accurately measure which health education campaigns are effective in both medical and
financial terms? How do we agree about the medical efficacy of various screening
programmes, forexample, whenthe medical establishment itself does not agree? A very
rigorous process of evaluation is called for, so that we can make informed decisions.
TASK 1
The table below shows the consumer durables (telephone, refrigerator, etc.) owned
in Britain from 1972 to 1983. Write a report for a university lecturer describing the
information shown below.
The chart shows that the percentage of British households with a range of consumer
durables steadily increased between 1972 and 1983. The greatest increase was in
telephone ownership, rising from 42% in 1972 to 77% in 1983. Next came central heating
ownership, rising from 37% of households in 1972 to 64% in 1983. The percentage of
households with a refrigerator rose 2 1 % over the same period and of those with a
washing machine by 14%. Households with vacuum-cleaners. televisions and dishwashers
increased by 8%, 5% and 2% respectively. In 1983. The year of their introduction, 18% of
households had a video recorder.

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The significant social changes reflected in the statistics are that over the period the
proportion of British houses with central heating rose from one to two thuds, and of those
with a phone from under a half to over three-quarters. Together with the big increases in
the ownership of washing machines and refrigerators, they are evidence of both rising
living standards and the trend to lifestyles based on comfort and convenience.
CAMBRIDGE IELTS 3
TASK 2
Some people believe that children’s leisure activities must be educational, otherwise
they are a complete waste of time. Do you agree or disagree? Give reasons for your
answer and include any relevant examples from your experience.
Today, education has become a priority for many parents seeking to secure a good Mure
for their children in this rapidly changing world. They believe that if their children apply
themselves and work hard at school, then they will increase their opportunities for going
to higher education and eventually getting a good job. Of course, they are right, and as
access to the best education and best jobs is becoming more competitive, then it is true
that children have to make the best of their study time when they are young.
However, the parents who do not allow their children sufficient free time for leisure
activities outside school hours, are misguided. Such activities are far from being a waste
of time for the children simply because they are not academic. It is important to remember
that children need to develop skills other than intellectual ones, and the best way to do
this is through activities such as sports, games and playing with other kids. If they cannot
play make-believe games, how can they develop their imagination? How can they learn
physical co-ordination or learn important social lessons about winning and losing if they
do not practise any sports? Many children form strong, personal relationships with the
friends they play with, and without the opportunity to do this, they could grow up
emotionally immature or unformed.
Finally, I think it is also important to remember that children need to relax as well as work.
If everything they do must have some educational or academic relevance, then they will
soon get tired of studying altogether, which is the last thing parents would want.
TASK 1
The graph below shows the unemployment rates in the US and Japan between
March 1993 and March 1999. Write a report for a university lecturer describing the
information shown below.

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This is an answer written by a candidate who achieved a Band 7 score. Here is the examiner’s
comment:
This is a good account of the information presented in the graph, although occasionally the
organisation of the data is slightly unusual. The writer grasps all the key points, however,
and supports these with figures, before providing a summary of the main points. Sentence
structures are more than adequate, although the writer has some problems with the use of
tenses and prepositions. There are minor examples of unsuitable register (e.g. ‘turned out’,
‘disastrous’, and one contracted verb form), but as there are only a few instances of this, the
candidate has not been penalised.
According to the results of the labour-force research published recently, the following
conclusions can be drawn from it:
In March, 1993, United States had seven percent of their workforce which might not seem
disastrous until compared with Japan, where 2.5% were unemployed. However, the
unemployment rate in United States began declining slowly since March 1993, and
reached 5% mark in the middle of 1996. Japan turned out to be less lucky, as their
unemployment rate doubled in three years. From then on. the percentage of unemployed
workforce in United States remained roughly the same — about 5% until March 99,
although there were minor falls and rises in the unemployment rate.

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As for Japan, the percentage of unemployed fell rapidly by 0.5—0.6% after March 1996,
but from summer 1996 and onwards it grew steadily and without any falls to reach 5.0%
boundary in March 1999.
The major conclusion that I’ve drawn using the graph, is that number of unemployed in
USA decreased by about 2.0% in the course of six years, while in Japan it actually increased
by 2.5% percent. As a result, in March 99, both Japan and US had about 5% of their work
force unemployed.
TASK 2
In many countries, children are engaged in some kind of paid work. Some people
regard this as completely wrong, while others consider it as valuable work
experience, important for learning and taking responsibility. What are your
opinions on this?
The issue of children doing paid work is a complex and sensitive one. It is difficult to say
who has the right to judge whether children working is ‘wrong’ or ‘valuable’. Opinions will
also differ as to ‘learning’ benefits: no doubt teachers and factory owners, for example,
would have varying concerns.
An important consideration is the kind of work undertaken. Young children doing arduous
and repetitive tasks on a factory production line, for example, are less likely to be ‘learning’
than older children helping in an old people’s home. There are health and safety issues to
be considered as well. It is an unfortunate fact that many employers may prefer to use the
services of children simply to save money by paying them less than adults and it is this
type of exploitation that should be discouraged.
However, in many countries, children work because their families need the additional
income, no matter how small. This was certainly the case in the past in many industrialized
countries, and it is very difficult to judge that it is wrong for children today to contribute
to the family income in this way.
Nevertheless, in better economic circumstances, few parents would choose to send their
children out to full-time paid work. If learning responsibilities and work experience are
considered to be important, then chitdren can acquire these by having light, parttime jobs
or even doing tasks such as helping their parents around the family home, which are
unpaid, but undoubtedly of value in children’s development.

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TASK 1
The charts below show the levels of participation in education and science in
developing and industrialised countries in 1980 and 1990. Write a report for a
university lecturer describing the information shown below.
The data shows the differences between developing and industrialised countries’
participation in education and science.
In terms of the number of years of schooling received, we see that the length of time
people spend at school in industrialised countries was much greater at 8.5 years in 1980,

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compared to 2.5 years in developing countries. The gap was increased further in 1990
when the figures rose to 10.5 years and 3.5 years respectively.
We can see a similar pattern in the second graph, which shows that the number of people
working as scientists and technicians in industrialised countries increased from 55 to 85
per 1,000 people between 1980 and 1990, while the number in developing countries went
from 12 to 20.
Finally, the figures for spending on research and development show that industrialised
countries more than doubled their spending, from $200bn to $420bn, whereas
developing countries actually decreased theirs, from $75bn down to $25bn.
Overall, we can see that not only are there very large differences between the two
economies but that these gaps are widening.
TASK 2
When a country develops its technology, the traditional skills and ways of life die
out. It is pointless to try and keep them alive. To what extent do you agree or
disagree with this opinion?
Overall, I disagree with the opinion expressed, I would like to begin by pointing out that
‘traditional skills and ways of life’ are not automatically of one country, but of a culture or
community.
In many ways, the history of civilisation is the history of technology: from the discovery of
fire to the invention of the wheel to the development of the Internet we have been moving
on from previous ways of doing things. Some technologies, such as weapons of mass
destruction, are of negative impact. Others, such as medical advances, positively help
people to live better or longer, and so very much help traditional ways of life. Surely, few
people would seek to preserve such traditions as living in caves!
Interestingly, technology can positively contribute to the keeping alive of traditional skills
and ways of life. For example, the populations of some islands are too small to have
normal schools. Rather than breaking up families by sending children to the mainland,
education authorities have been able to use the Internet to deliver schooling online. In
addition, the Internet, and modern refrigeration techniques, are being used to keep alive
the traditional skills of producing salmon; it can now be ordered from, and delivered to,
anywhere in the world.
In conclusion, without suggesting that all technology is necessarily good, I think it is by

no means ‘pointless’, in any way, to try to keep traditions alive with technology. We should
not ignore technology, because it can be our friend and support our way of life.

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TASK 1
The chart below shows the amount spent on six consumer goods in four European
countries. Write a report for a university lecturer describing the information shown
below.
The chart shows that Britain, among the four European countries listed, has spent most
heavily on the range of consumer goods included. In every case, British spending is
considerably higher than that of other countries; only in the case of tennis racquets does
another country, Italy, come close.

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In contrast, Germany is generally the lowest spender. This Is most evident in photographic
film, where Germany spends much less than Britain. Germany only spends more than
another country, France, in two cases; tennis racquets and perfumes.
Meanwhile, France and Italy generally maintain middle positions, averaging

approximately similar spending overall. Specifically, France spends more on CDs and
photographic film but less on tennis racquets than Italy does. Italy’s spending on personal
stereos is only marginally greater than that of France, while spending on toys is equal
between the two.
It is clear from the data given that there are some significant differences in spending
habits within Europe.
CAMBRIDGE IELTS 4
TASK 2
Happiness is considered very important in life. Why is it difficult to define? What
factors are important in achieving happiness?
Happiness is very difficult to define, because it means so many different things to different
people. While some people link happiness to wealth and material success, others think it
lies in emotions and loving personal relationships. Yet others think that spiritual paths,
rather than either the material world or relationships with people, are the only way to true
happiness.
Because people interpret happiness for themselves in so many different ways, it is difficult
to give any definition that is true for everyone. However, if there are different kinds of
happiness for different individuals that the first step in achieving it would be to have a
degree of self-knowledge. A person needs to know who he or she is before being able to
know what it is that makes him or her happy.
Of course, factors such as loving relationships, good health, the skills to earn a living and
a peaceful environment all contribute to our happiness too. But this does not mean that
people without these conditions cannot be happy.
Overall, I think an ability to keep clear perspectives in life is a more essential factor in
achieving happiness. By that I mean an ability to have a clear sense of what is important
in our lives (the welfare of our families, the quality of our relationships, making other
people happy, etc.) and what is not (a problem at work, getting annoyed about trivial
things, etc.).
Like self-awareness, this is also very difficult to achieve, but I think these are the two
factors that may be most important for achieving happiness.

22
TASK 2
In many countries, schools have severe problems with student behavior. What do
you think are the causes of this? What solutions can you suggest?
Poor student behaviour seems to be an increasingly widespread problem and I think that
modern lifestyles are probably responsible for this. In many countries, the birth rate is
decreasing so that families are smaller with fewer children. These children are often spoilt,
not in terms of love and attention because working patients do not have the time for this,
but in more material ways. They are allowed to have whatever they want, regardless of
price, and to behave as they please. This means that the children grow up without
consideration for others and without any understanding of where their standard of living
comes from.
When they get to school age, they have not learnt any self control or discipline. They have
less respect for their teachers and refuse to obey school rules in the way that their parents
did.
Teachers continually complain about this problem and measures should be taken to
combat the situation. But I think the solution to the problem lies with the families, who
need to be more aware of the future consequences of spoiling their children. If they could
raise them to be considerate of others and to be social, responsible individuals, the whole
community would benefit.
Perhaps parenting classes are needed to help them to do this, and high-quality nursery
schools could be established that would support families more in terms of raising the next
generation. The government should fund this kind of parental support, because this is no
longer a problem for individual families, but for society as a whole.
CAMBRIDGE IELTS 5
TASK 1
The graph below shows the proportion of the population aged 65 and over between
1940 and 2040 in three different countries. Summarise the information by selecting
and reporting the main features, and make comparison where relevant.

23
The graph shows the increase in the ageing population in Japan, Sweden the USA. It
indicates that the percentage of elderly people in all three countries is expected to
increase to almost 25% of the respective populations by the year 2040.
In 1940 the proportion of people aged 65 or more stood at only 5% in Japan,

approximately 7% in Sweden and 9% in the US. However, while the figures for the Western
countries grew to about 15% in around 1990, the figure for Japan dipped to only 2.5% for
much of this period, before rising to almost 5% again at the present time.
In spite of some fluctuation in the expected percentages, the proportion of older people
will probably continue to increase in the next two decades in the three countries. A more
dramatic to rise is predicted between 2030 and 2040 in Japan, by which time it is thought
that the proportion of elderly people will be similar in the three countries.
TASK 1
The chart below shows the main reasons for study among students of different age
groups and the amount of support they received from employers.

24
Band 8.0
A wide range of structures is used and most sentences in this answer are accurate. Errors
are rate and do not affect communication in this answer.
The first graph shows that there is a gradual decrease in study for career reasons with age.
Nearly 80% of students under 26 years, study for their career. This percentage gradually
declines by 10-20% every decade. Only 40% of 40-49 yr olds and 18% of over 49 yr olds
are studying for career reasons in late adulthood.
Conversely, the first graph also shows that study stemming from interest increases with
age. There are only 10% of under 26 yr olds studying out of interest. The percentage
increases slowly till the beginning of the fourth decade, and increases dramatically in late
adulthood. Nearly same number of 40-49 yr olds study for career and interest. However,
70% of over 49 yr olds study for interest in comparison to 18% studying or career reasons
in that age group.
The second graph shows the that employer support is maximum (approximately 60%) for
the under 26 yr students. It drops rapidly to 32% up to the third decade of life, and then
increases in late adulthood up to about 44%. It is unclear whether employer support is

25
only for career-focused study, but the highest level is for those students who mainly study
for career purposes.
TASK 1
The map below is of the town of Garlsdon. A new supermarket (S) is planned for the
town. The map shows two possible sites for the supermarket.
The map shows two proposed locations for a new supermarket for the town of Garlsdon.
Overall, neither site is appropriate for all the towns, but for customers in Cransdon, Hindon
and Bransdon, the out-of-town site (S1) would probably offer more advantages.
The first potential location (S1) is outside the town itself, and is sited just off the main
road to the town of Hindon, lying 12 kms to the north-west. This site is in the countryside
and so would be able to accommodate a lot of car parking. This would make it accessible
to shoppers from both Hindon and Garisdon who could travel by car. As it is also close to
the railway line linking the two towns to Cransdon (25 km to the south-east), a potentially
large number of shoppers would be able to travel by train.

26
In contrast, the suggested location, S2, is right in the town center, which would be good
for local residents. Theoretically the store could be accessed by road or rail from the
surrounding towns, including Bransdon, but as the central area is a no-traffic zone, cars
would be unable to park and access would be difficult.
TASK 1
The table below gives information about the underground railway systems in six
cities.
Band 7.0
The table shows the details regarding the underground railway systems in six cities.
London has the oldest underground railway systems among the six cities. It was opened
in the year 1863, and it is already 140 years old. Paris is the second oldest, in which it was
opened in the year 1900. This was then followed by the opening of the railway systems in
Tokyo, Washington DC and Kyoto. Los Angeles has the newest underground railway
systems, and was only opened in the year 2001. In terms of the size of the railway systems,
London, for certain, has the largest underground railway systems. It has 394 kilometres of
route in total, which is nearly twice as large as system in Paris. Kyoto, in contrast, has the
smallest system. It only has 11 kilometres of route, which is more than 30 times less than
that of London.
Interestingly, Tokyo, which only has 155 kilometres of route, serves the greatest number
of passengers per year, at 1927 millions passengers. The system in Paris has the second
greatest number of passengers, at 1191 millions passengers per year. The smallest
underground railway system, Kyoto, serves the smallest number of passengers per year
as predicted.

27
In conclusion, the underground railway systems in different cities vary a lot in the size of
the system, the number of passengers served per year and in the age of the system.
TASK 2
In some countries, young people are encouraged to work or travel for a year
between finishing high school and starting university studies.
It is quite common these days for young people in many countries to have a break from
studying after graduating from high school. This trend is not restricted to rich students
who have the money to travel but is also evident among poorer students who choose to
work and become economically independent for a period of time.
The reasons for this trend may involve the recognition that a young adult who passes
directly from school to university is rather restricted in terms of general knowledge and
experience of the world. By contrast, those who have spent some time earning a living or
travelling to other places have a broader view of life and better personal resources to
draw on. They tend to be more independent, which is a very important factor in academic
study and research, as well as giving them an advantage in terms of coping with the
challenges of student life.
However, there are certainly dangers in taking time off at that important age. Young adults
may end up never returning to their studies or finding it difficult to re-adapt to an
academic environment. They may think that it is better to continue in a particular job or
to do something completely different from a university course. But overall, I think this is
less likely today when academic qualifications are essential for getting a reasonable
career.
My view is that young people should be encouraged to broaden their horizons. That is
the best way for them to get a clear perspective of what they are hoping to do with their
lives and why. Students with such a perspective are usually the most effective and
motivated ones and taking a year off may be the best way to gain this.
TASK 2
Research indicates that the characteristics we are born with have much more
influence on our personality and development than any experiences we may have
in our life. Which do you consider to be the major influence?
Today the way we consider human psychology and mental development is heavily
influenced by the genetic sciences. We now understand the importance of inherited
characteristics more than over before. Yet we are still unable to decide whether an

28
individual’s personality and development are more influenced by genetic factors (nature)
or by the environment (nurture).
Research, relating to identical twins, has highlighted how significant inherited

characteristics can be for an individual's life. But whether these characteristics are able to
develop within the personality of an individual surely depends on whether the
circumstances allow such a development. It seems that the experiences we have in life are
so unpredictable and so powerful, that they can boost or over-ride other influences, and
there seems to be plenty of research findings to confirm this.
My own view is that there is no one major influence in a person's life. Instead, the traits
we inherit from our parents and the situation and experiences that we encounter in life
are constantly interacting. It is the interaction of the two that shapes a person's personality
and dictates how that personality develops. If this were not true, we would be able to
predict the behavior and character of a person from the moment they were born.
In conclusion, I do not think that either nature or nurture is the major influence on a
person, but that both have powerful effects. How these factors interact is still unknown
today and they remain largely unpredictable in a person’s life.
CAMBRIDGE IELTS 6
TASK 1
The graph and table below give information about water use worldwide and water
consumption in two different countries.

29
The graph shows how the amount of water used worldwide changed between 1900 and
2000.
Throughout the century, the largest quantity of water was used for agricultural purposes,
and this increased dramatically from about 500 km3 to around 3,000 km3 in the year 2000.
Water used in the industrial and domestic sectors also increased, but consumption was
minimal until mid-century. From 1950 onwards, industrial use grew steadily to just over
1,000 km3, while domestic use rose more slowly to only 300 km3, both far below the levels
of consumption by agriculture.
The table illustrates the differences in agricultural consumption in some areas of the world
by contrasting the amount of irrigated land in Brazil (26,500 km2) with that In the D.R.C.
(100 km2), This means that a huge amount of water is used in agriculture in Brazil, and
this is reflected in the figures for water consumption per person: 359 m3 compared with
only 8m3 in the Congo. With population of 176 million, the figures for Brazil indicate how
high agricultural water consumption can be in some countries.

30
TASK 2
Successful sports professionals can earn a great deal more money than people in
other important professions. Some people think this is fully justified while others
think it is unfair. Discuss both these views and give your own opinion.
As a result of constant media attention, sports professionals in my country have become

stars and celebrities, and those at the top are paid huge salaries. Just like movie stars, they
live extravagant lifestyles with huge houses and cars.
Many people find their rewards unfair, especially when comparing these super salaries
with those of top surgeons or research scientists, or even leading politicians who have the
responsibility of governing the country. However, sports salaries are not determined by
considering the contribution to society a person makes, or the level of responsibility he
or she holds. Instead, they reflect the public popularity of sport in general and the level
of public support that successful stars can generate. So, the notion of ‘fairness’ is not the
issue.
Those who feel that sports stars are justified might argue that the number of professionals
with real talent are very few, and the money is a recognition of the skills and dedication a
person needs to be successful. Competition is constant and a player is tested every time
they perform in their relatively short career. The pressure from the media is intense and
there is little privacy out of the spotlight. So, all of these factors may justify the huge
earnings.
Personally, I think that the amount of money such sports stars is more justified than the
huge earnings of mover stars, but at the same time, it indicates that our society places
more value on sport than on more essential professionals and achievements.
TASK 2
Some people prefer to spend their lives doing the same things and avoiding change.
Others, however, think that change is always a good thing. Discuss both these view
and give your own opinion.
Over the last half century, the pace of change in the life of human beings has increased
beyond our wildest expectations. This has been driven by technological and scientific
breakthroughs that are changing the whole way we view the world on almost daily basis.
This means that change is not always a personal option, but an inescapable fact of life,
and we need to constantly adapt to keep pace with it.
Those people who believe they have achieved some security by doing the same, familiar
things are living in denial. Even when people believe they are resisting change themselves,
they cannot stop the world around them from changing. Sooner or later they will find that

31
the familiar jobs no longer exist, or that the ‘safe’ patterns of behavior are no longer
appropriate.
However, reaching the conclusion that change is evitable is not the same as assuming
that change is always for the better. Unfortunately, it is not always the case that new things
are prompted because they have good impacts for the majority of people. A lot of
innovations are made with the aim of making money for a few. This is because it is the
rich and powerful people in our society who are able to impose changes (such as in
working conditions or property developments) that are in their interests.
In conclusion, I would say that change can be stimulating and energizing for individuals
when they pursue it themselves, but that all change, including which is imposed on
people, does not necessarily have good incomes.
CAMBRIDGE IELTS 7
TASK 1
The graph below shows the consumption of fish and name different kinds of meat
in a European country between 1979 and 2004.
The graph illustrates changes in the amounts of beef, lamb, chicken and fish consumed in
a particular European country between 1979 and 2004.

32
In 1979 beef was by far the most popular of these foods, with about 225 grams consumed
per person per week. Lamb and chicken were eaten in similar quantities (around 150
grams), while much less fish was consumed (just over 50 grams).
However, during this 25-year period the consumption of beef and lamb fell dramatically
to approximately 100 grains and 55 grams respectively. The consumption of fish also
declined, but much less significantly to just below 50 grams, so although it remained the
least popular food, consumption levels were the most stable.
The consumption of chicken, on the other hand, showed an upward trend, overtaking that
of Iamb in 1980 and that of beef in 1989. By 2004 it had soared to almost 250 grams per
person per week.
Overall, the graph shows how the consumption of chicken increased dramatically while
the popularity of these other foods decreased over the period.
TASK 1
The chart below shows information about changes in average house process in five
different cities between 1990 and 2002 compared with the average house prices in
1989.

33
The bar chart compares the cost of an average house in five major cities over a period of
13 years from 1989.
We can see that house prices fell overall between 1990 and 1995, but most of the cities
saw rising prices between 1996 and 2002. London experienced by far the greatest changes
in house prices over the 13-year period.
Over the 5 years after 1989, the cost of average homes in Tokyo and London dropped by
around 7%, while New York house prices went down by 5%. By contrast, prices rose by
approximately 2% in both Madrid and Frankfurt.
Between 1996 and 2002, London house prices jumped to around 12% above the 1989
average. Homebuyers in New York also had to pay significantly more, with prices rising to
5% above the 1989 average, but homes in Tokyo remained cheaper than they were in
1989. The cost of an average home in Madrid rose by a further 2%, while prices in Frankfurt
remained stable.
TASK 1
The pie charts below show the units of electricity production by fuel source in
Australian and France in 1980 and 2000.

34
The charts compare the sources of electricity in Australia and France in the years 1980 and
2000. Between these years electricity production almost doubled, rising from 100 units to
170 in Australia, and from 90 to 180 units in France.
In 1980 Australia used coal as the main electricity source (50 units) and the remainder was
produced from natural gas, hydro power (each producing 20 units) and oil (which
produced only 10 units). By 2000, coal had become the fuel for more than 75% of
electricity produced and only hydro continued to be another significant source supplying
approximately 20%.

35
In contrast, France used coal as a source for only 25 units of electricity in 1980, which was
matched by natural gas. The remaining 40 units were produced largely from oil and
nuclear power, with hydro contributing only 5 units. But by 2000 nuclear power, which
was not used at all in Australia, had developed into the main source, producing almost
75% of electricity, at 126 units, while coal and oil together produced only 50 units. Other
sources were no longer significant.
Overall, it is clear that by 2000 these two countries relied on different principal fuel
sources: Australia relied on coal and France on nuclear power.
TASK 2
It is generally believed that some people are born with certain talents, for instance
for sport or music, and others are not. However, it is sometimes claimed that any
child can be taught to become a good sports person or musician. Discuss both these
views and give your own opinion?
The relative importance of natural talent and training is a frequent topic of discussion
when people try to explain different levels of ability in, for example, sport, art or music.
Obviously, education systems are based on the belief that all children can effectively be
taught to acquire different skills, including those associated with sport, art or music. So,
from our own school experience, we can find plenty of evidence to support the view that
a child can acquire these skills with continued teaching and guided practice.
However, some people believe that innate is what differentiates a person who has been
trained to play a sport or an instrument, from those who become good players. In other
words, there is more to the skill than a learned technique, and this extra talent cannot be
taught, no matter how good the teacher or how frequently a child practices.
I personally think that some people do have talents that are probably inherited via their
genes. Such talents can give individuals a facility for certain skills that allow them to excel,
while more hard –working students never manage to reach a comparable level. But as
with all questions of nature versus nurture, they are not mutually exclusive. Good
musicians or artists and exceptional sports stars have probably succeeded because of
both good training and natural talent. Without the natural talent, continuous training
would be neither attractive nor productive, and without the training, the child would not
learn how to exploit and develop their talent.
In conclusion, I agree that any child can be taught particular skills, but to be really good
in areas such as music, art or sport, then some natural talent is required.

36
TASK 2
As most people spend a major part of their adult life at work, job satisfaction is an
important element of individual wellbeing. What factors contribute to job
satisfaction? How realistic is the expectation of job satisfaction for all workers?
Nowadays many adults have full-time jobs and the proportion of their lives spent doing
such jobs is very high. So, feelings about one’s job must reflect how an individual feels
about his or her life as a whole, and because of this, job satisfaction is indeed very
important for the well-being of that person.
Employees get job satisfaction in a number of ways. Firstly, a person needs to feel that
they are doing valuable work, so positive feedback from superiors is very important in this
respect. A sense of fulfillment is also encouraged if a worker feels the job is worth doing
because it contributes to the society or the economy as a whole. Secondly, when someone
feels they are improving or developing their skills through training opportunities, for
example, then there is a sense of progression and purpose that rewards a work. The sense
of belonging to a team or a working community also contributes to job satisfaction
because colleagues help each other to enjoy their working lives. Satisfaction is also
increased by a sense of responsibility for and loyalty to a team.
Of course, not everyone enjoys their work. Hard economic realities mean that many
people have little choice in the kind of job they can get. In some cases, an employee is
working in a job that suits neither skills nor their personality. Some jobs are repetitive and
boring, and labour relations may be poor and lead to resentment and insecurity rather
than to job satisfaction.
However, even though it is unlikely that all workers do feel happy in their work, I think it
is not unrealistic to promote more job satisfaction in any job. If the factors identified above
are implemented, then any job can be improved and more workers can feel greater
degrees of job satisfaction.
CAMBRIDGE IELTS 8
TASK 1
The pie chart below shows the main reasons why agricultural land becomes less
productive. The table shows how these effected three regions of the world during
the 1990s.

37
The pie chart shows that there are four main causes of farmland becoming degraded in
the world today. Globally, 65% of degradation is caused by too much animal grazing and
tree clearance, constituting 35% and 30% respectively. A further 28% of global
degradation is due to over-cultivation of crops. Other causes account for only 7%
collectively.
These causes affected different regions differently in the 1990s, with Europe having as
much as 9.8% of degradation due to deforestation, while the impact of this on Oceania
and North America was minimal, with only 1.7% and 0.2% of land affected respectively.

38
Europe, with the highest overall percentage of land degraded (23%), also suffered from
over-cultivation (7.7%) and over-grazing (5.5%). In contrast, Oceania had 13% of
degraded farmland and this was mainly due to over-grazing (11.3%). North America had
lower proportion of degraded land at only 5%, and the main causes of this were over-
cultivation (3.3%) and, to a lesser extent, over-grazing (1.5%).
Overall, it is clear that Europe suffered more from farmland degradation than the other
regions, and the main causes there were deforestation and over-cultivation.
TASK 1
The three pie charts below show the changes in annual spending by the particular
UK school in 1981, 1991 and 2001.
The charts show how much a UK school spent on different running costs in three separate
years: 1981, 1991 and 2001.

39
In all three years, the greatest expenditure was on staff salaries. But while other workers’
salaries saw a fall from 28% in 1981 to only 15% of spending in 2001, teachers’ pay
remained the biggest cost, reaching 50% of total spending in 1991 and ending at 45% in
2001.
Expenditure on resources such as books had increased to 20% by 1991 before decreasing
to only 9% by the end of the period. In contrast, the cost of furniture and equipment saw
an opposite trend. This cost decreased to only 5% of total expenditure in 1991 but rose
dramatically in 2001 when it represented 23% of the school budget. Similarly, the cost of
insurance saw a rising trend, growing from only 2% to 8% by 2001.
Overall, teachers’ salaries constituted the largest cost to the school, and while spending
increased dramatically for equipment and insurance, there were corresponding drops in
expenditure on things such as books and on other workers’ salaries.
TASK 1
The graph below shows the quantities of goods transported in the UK between 1974
and 2002 by four different modes of transport.
The graph illustrates the quantities of goods transported in the United Kingdom by four
different modes of transport between the time period of 1974 and 2002. Over this span

40
of 28 years, the quantities of goods transported by road, water and pipeline have all
increased while the quantity transported by rail has remained almost constant at about
40 million tonnes.
The largest quantity of goods transported both in 1974 and 2002 was by road (70 million
tonnes and 98 million tonnes respectively) while the lowest both in 1974 and 2002 was
by pipeline (about 5 million tonnes and 22 million tonnes respectively). The amount of
goods transported by water was constant from 1974 to 1978, where it showed an
exponential growth, rising to almost 60 million tonnes after which it plateaued for about
20 years before starting to rise gradually again.
The amount of goods transported by rail is almost constant at 40 million tonnes in 1974
and 2002, with decreases in quantity in between the years. It is also interesting to note
that almost all showed a decrease in 1994 in amount of goods transported except for the
pipeline, which actually peaked in that year.
In conclusion the road remains the most popular method of transporting goods in the UK
while water and pipelines are becoming increasingly used, have not become more popular
as a method of transport.
TASK 2
Some people think that parent should teach children how to be good member of
society. Others, however, believe that school is the place to learn this. Discuss both
these views and give your own opinion.
A child’s education has never been about learning information and basic skills only. It has
always included teaching the next generation how to be good members of society.
Therefore, this cannot be the responsibility of the parents alone.
In order to be a good member of any society the individual must respect and obey the
rules of their community and share their values. Educating children to understand the
need to obey rules and respect others always begins in the home and is widely thought
to be the responsibility of parents. They will certainly be the first to help children learn
what is important in life, how they are expected to behave and what role they will play in
their world.
However, learning to understand and share the value system of a whole society cannot
be achieved just in the home. Once a child goes to school, they are entering a wider
community where teachers and peers will have just as much influence as their parents do
at home. At school, children will experience working and living with people from a whole
variety of backgrounds from the wider society. This experience should teach them how to
co-operate with each other and how to contribute to the life of their community.

41
But to be a valuable member of any community is not like learning a simple skill. It is
something that an individual goes on learning throughout life and it is the responsibility
of every member of a society to take responsibility for helping the younger generation to
become active and able members of that society.
TASK 2
Increasing the price of petrol is the best way to solve growing traffic and pollution
problems. To what extent do you agree or disagree? What other measures do you
think might be effective?
There is no doubt that traffic and pollution from vehicles have become huge problems,
both in cities and on motorways everywhere. Solving these problems is likely to need
more than a simple rise in the price of petrol.
While it is undeniable that private car use is one of the main causes of the increase in
traffic and pollution, higher fuel costs are unlikely to limit the number of drivers for long.
As this policy would also affect the cost of public transport, it would be very unpopular
with everyone who needs to travel on the roads. But there are various other measures
that could be implemented that would have a huge effect on these problems.
I think to tackle the problem of pollution, cleaner fuels need to be developed. The
technology is already available to produce electric cars that would be both quieter and
cleaner to use. Persuading manufacturers and travellers to adopt this new technology
would be a more effective strategy for improving air quality, especially in cities.
However, traffic congestion will not be solved by changing the type of private vehicle
people can use. To do this, we need to improve the choice of public transport services
available to travellers. For example, if sufficient sky trains and underground train systems
were built and effectively maintained in our major cities, then traffic on the roads would
be dramatically reduced. Long—distance train and coach services should be made
attractive and affordable alternatives to driving your own car for long journeys.
In conclusion, I think that long-term traffic and pollution reductions would depend on
educating the public to use public transport more, and on governments using public
money to construct and run efficient systems.
CAMBRIDGE IELTS 9
TASK 1
The chart below shows the total number of minutes (in billions) of telephone calls
in the UK, divided into three categories, from 1995-2002.

42
The chart shows the time spent by UK residents on different types of telephone calls
between 1995 and 2002.
Local fixed line calls were the highest throughout the period, rising from 72 billion minutes
in 1995 to just under 90 billion in 1988. After peaking at 90 billion the following year,
these calls had fallen back to the 1995 figure by 2002.
National and international fixed line calls grew steadily from 38 billion to 61 billion at the
end of the period in question, though the growth slowed over the last two years.
There was a dramatic increase in mobile calls from 2 billion to 46 billion minutes. This rise
was particularly noticeable between 1999 and 2002, during which time the use of mobile
phones tripled.
To sum up, although local fixed line calls were still the most popular in 2002, the gap
between the three categories had narrowed considerably over the second half of the
period in question.

43
TASK 1
The chart below gives the information from a 2008 report about consumption of
energy in a USA since 1980 with projections until 2030.
The graph shows energy consumption in the US from 1980 to 2012, and projected
consumption to 2030.
Petrol and oil are the dominant fuel sources throughout this period, with 35 quadrillion
(35q) units used in 1980, rising to 42q in 2012. Despite some initial fluctuation, from 1995
there was a steady increase. This is expected to continue, reaching 47q in 2030.
Consumption of energy derived from natural gas and coal is similar over the period. From
20q and 15q respectively in 1980, gas showed an initial fall and coal a gradual increase,
with the two fuels equal between 1985 and 1990. Consumption has fluctuated since 1990
but both now provide 24q. coal is predicted to increase steadily to 31q in 2030, whereas
after 2014, gas will remain stable at 25q.
In 1980, energy from nuclear, hydro-and solar/wind power was equal at only 4q. Nuclear
has risen by 3q, and solar/wind by 2. After slight increases, hydropower has fallen back to
the 1980 figure. It is expected to maintain this level until 2030, while the others should
rise slightly after 2025.

44
Overall, the US will continue to rely on fossil fuels, with sustainable and nuclear energy
sources remaining relatively insignificant.
TASK 2
Some experts believe that it is better for children to begin learning a foreign
language at primary school rather than secondary school. Do the advantage of this
outweigh the disadvantages?
Traditionally, children have begun studying foreign languages at secondary school, but
introducing them earlier is recommended by some educationalists. This policy has been
adopted by some educational authorities or individual schools, with both positive and
negative outcomes.
The obvious argument in its favour is that young children pick up languages much more
easily than teenagers. Their brains are still programmed to acquire their mother tongue,
which facilitates learning another language, and unlike adolescents, they are not inhibited
by selfconsciousness.
The greater flexibility of the primary timetable allows for more frequent, shorter sessions
and for a play-centred approach, thus maintaining learners’ enthusiasm and progress.
Their command of the language in later life will benefit from this early exposure while
learning other languages subsequently will be easier for them. They may also gain a better
understanding of other cultures.
There are, however, some disadvantages. Primary schools teachers are generalists, and
may not have the necessary skill themselves. If specialists have to be brought in to deliver
these sessions, the flexibility referred to above is diminished. If primary language teaching
is not standardised, secondary schools could be faced with a great variety of levels in
different languages within their intake, resulting in a classroom experience whichundoes
the earlier gains. There is no advantage if enthusiastic primary pupils becomedemotivated
as soon as they change schools. However, these issues can be addressed strategically
within the policy adopted.
Anything which encourages language learning benefits society culturally and

economically, and early exposure to language learning contributes to this. Young
children’s innate abilities should be harnessed to make these benefits more achievable.
TASK 2
Some people say that the best way to improve public health is by increasing the
number of sports facilities. Others, however, say that this would have little effect on
public health and that other measures are required. Discuss both these views and
give your own opinion.

45
A problem of modern societies is the declining level of health in the general population,
with conflicting views on how to tackle this worrying trend. One possible solution is to
provide more sports facilities to encourage a more active lifestyle.
Advocates of this believe that today’s sedentary lifestyle and stressful working conditions
mean that physical activity is no longer part of either our work or our leisure time. If there
were easyto-reach local sports centres, we would be more likely to make exercise a regular
part of our lives, rather than just collapsing in front of a screen every evening. The variety
of sports that could be offered would cater for all ages, levels of fitness and interests:
those with painful memories of PE at school might be happier in the swimming pool than
on the football pitch.
However, there may be better ways of tackling this problem. Interest in sport is not
universal, and additional facilities might simply attract the already fit, not those who most
need them. Physical activity could be encouraged relatively cheaply, for example by
installing exercise equipment in parks, as my local council has done. This has the added
benefit that parents and children often use them together just for fun, which develops a
positive attitude to exercise at an early age.
As well as physical activity, high tax penalties could be imposed on high-fat food products,
tobacco and alcohol, as excessive consumption of any of these contributes to poor health.
Even improving public transport would help: it takes longer to walk to the bus stop than
to the car.
In my opinion, focusing on sports facilities is too narrow an approach and would not have
the desired results. People should be encouraged not only to be more physically active
but also to adopt a healthier lifestyle in general.
CAMBRIDGE IELTS 10
TASK 1
The tables below give information about sales of Fairtrade-labelled coffee and
bananas in 1999 and 2004 in five European countries.

46
The two tables contain sales data for Fairtrade coffee and bananas in 1999 and 2004, in
five nations of Europe.
The first table shows low-level coffee sales increasing in all five countries, albeit to widely
varying degrees. In two places sales increased by the same small amount: 1.8-2 million
euros in Denmark, and 0.8-1 million in Sweden. The increment was slightly larger in
Belgium, from 1-1.7 million euros. Meanwhile, in Switzerland sales doubled from 3-6
million euros. Finally, in the UK there was an enormous increase, from 15-20 million euros.
In the second table, it is Switzerland which stands out as buying far more Fairtrade
bananas than the other four countries. Swiss sales figures jumped from 15-47 million
euros across these five years, while in the UK and Belgium sales only grew from 1-5.5 and
from 0.6-4 million euros respectively. Sweden and Denmark showed a different pattern,
with falls in banana sales from 1.8-1 and 2-0.9 million euros.
Comparing the two tables, it is clear that in 1999 Fairtrade coffee sales ranged from 0.8-
3 million euros in these five countries, while banana sales also mostly clustered between
0.6 and 2 million euros, with Switzerland the outlier at a huge 15 million euros. By 2004,

47
sales figures for both products had risen across the board, except for Sweden and Demark
which recorded drops in banana sales.
TASK 1
The diagrams below show the life cycle of a speicies of large fish called the salmon.

48
Salmon begin life as eggs on a pebbly riverbed, hidden among reeds in the slow-moving
upper reaches of a river. After five to six months the eggs hatch into ‘fry’. For
approximately the next four years, these baby salmon will live in the lower, faster-flowing
waters of their river. During this time, they measure between three and eight centimetres
in length.
By the time salmon reach twelve to fifteen centimetres, they are termed ‘smolt’, and at
this time they migrate further downriver into the open sea. After five years at sea the
salmon will have grown to adult size, which is between seventy and seventy-six
centimetres. They then begin swimming back to their birthplace, where they will lay their
eggs, and the cycle starts anew.
In summary, the salmon passes through three distinct physical stages as it grows to
maturity. Each of these stages takes place in a very different aquatic location. It is
noteworthy that the first two stages of this fish’s life occur in a freshwater environment,
while the third stage is lived in saltwater.
TASK 2
It is important to lean the difference between right and wrong at an early age.
Punishment is necessary to help them learn this distinction. To what extend do you
agree and disagree with this opinion? What sort of punishment should parents and
teachers be allowed to use to teach good behavior to children?
One important stage in a child’s growth is certainly the development of a conscience,

which is linked to the ability to tell right from wrong. This skill comes with time and good
parenting, and my firm conviction is that punishment does not have much of a role to
play in this. Therefore, I have to disagree almost entirely with the given statement.
To some extent the question depends on the age of the child. To punish a very young
child is both wrong and foolish, as an infant will not understand what is happening or why
he or she is being punished. Once the age of reason is reached however, a child can be
rewarded for good behaviour and discouraged from bad. This kind but firm approach will
achieve more than harsh punishments, which might entail many negative consequences
unintended by the parents.
To help a child learn the difference between right and wrong, teachers and parents should
firstly provide good role modelling in their own behaviour. After that, if sanctions are
needed, the punishment should not be of a physical nature, as that merely sends the
message that it is acceptable for larger people to hit smaller ones - an outcome which
may well result in the child starting to bully others. Nor should the punishment be in any
way cruel.

49
Rather, teachers and parents can use a variety of methods to discipline their young
charges, such as detention, withdrawal of privileges, and time-out. Making the
punishment fit the crime is a useful notion, which would see children being made to pick
up rubbish they have dropped, cleaned up graffiti they have drawn, or apologise which
leads to much better future behaviour than does punishment.
TASK 2
Countries are becoming more and more similar because people are able to buy the
same products anywhere in the world. Do you think this is a positive or negative
development?
It is said that countries are becoming similar to each other because of the global spread
of the same products, which are now available for purchase almost anywhere. I strongly
believe that this modern development is largely detrimental to culture and traditions
worldwide.
A country’s history, language and ethos are all inextricably bound up in its manufactured
artefacts. If the relentless advance of international brands into every corner of the world
continues, these bland packages might one day completely oust the traditional objects of
a nation, which would be a loss of richness and diversity in the world, as well as the sad
disappearance of the manifestations of a place’s character. What would a Japanese tea
ceremony be without its specially crafted teapot, or a Fijian kava ritual without its bowl
made from a certain type of tree bark?
Let us not forget either that traditional products, whether these be medicines, cosmetics,
toys, clothes, utensils or food, provide employment for local people. The spread of
multinational products can often bring in its wake a loss of jobs, as people turn to buying
the new brand, perhaps thinking it more glamorous than the one they are used to. This
eventually puts old-school craftspeople out of work.
Finally, tourism numbers may also be affected, as travellers become disillusioned with
finding every place just the same as the one they visited previously. To see the same
products in shops the world over is boring, and does not impel visitors to open their
wallets in the same way that trinkets or souvenirs unique to the particular area do.
Some may argue that all people are entitled to have access to the same products, but I
say that local objects suit local conditions best, and that faceless uniformity worldwide is
an unwelcome and dreary prospect.


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Composed by Vu Hai Ryan

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CÁC BÀI MODEL ESSAYS

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Lastly, housewives enjoyed approximately fifty-four hours of leisure, on average. There

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In conclusion, without suggesting that all technology is necessarily good, I think it is by

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Anything which encourages language learning benefits society culturally and

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Composed by Vu Hai Ryan

One important stage in a child’s growth is certainly the development of a conscience,

Composed by Vu Hai Ryan