Overall about IELTS writing task 1

Test format
You will have to look at a diagram, a table or a short piece of text and then present the information
in your own words.

Your writing will be assessed on your ability to:

- Organise, present and compare data;

- Describe the stages of a process;
- Describe an object or event; and
- Explain how something works.

You will also be judged on your ability to:

- Answer the question without straying from the topic;

- Write in a way which allows your reader to follow your ideas;
- Use English grammar and syntax accurately; and
- Use appropriate language in terms of register, style and content.

Marking criteria
1. Task Response: how accurately the task is addressed.
2. Coherence and Cohesion: how organized the writing is.
3. Lexical Resource: how large the stock of vocabulary is.
4. Grammatical Range and Accuracy: how varied and accurate his/her grammar is.

Types of charts
Overall, candidates will be asked to describe some information presented in a visual format such as
pie charts, bar charts, tables, line graphs, etc.

Pie chart

1
Bar chart

Line graph

2
Table

From the visual information above, you can see that pie charts and table normally show
percentage/proportion, which can be measured in percentages or fractions. On the other hand, bar
charts and line graphs generally show different quantities or changes over a period of time.

The structure of a report

The information given in a visual format must be presented accurately and coherently (the
paragraphs should be linked by sentences that are logically connected with one another). Especially,
the organization is of logical paragraphing with an introductory paragraph body paragraphs, and a
concluding paragraph.

Your report passage should consist of 3 parts:

1. Introduction: 1 paragraph (1-2 sentences). The introductory sentence(s) explain(s) what you
are describing.
2. Body: 2-4 paragraphs. When discussing the date presented in the task, identify significant
trends and give examples that relate directly to the given information to support your
statements. If you are explaining a process or an object and how it works, you need to group
your information so that it follows a definite logical order. Rember that the use of verbs
expressed in the present (present simple or present perfect) passive voice is often
appropriate when giving a description of a process or procedure. The secret here is to select
what is important, organize it, and compare and/or contrast.
3. Conclusion: 1 paragraph (1-2 sentences). The conclusion should sum up the global trends
shown on the figure and compare them if possible.

Commonly-written expressions
Introduction
The introduction should describe the purpose of the chart and say what overall trends can be seen.
Note that you should not copy the exact words given in the instructions. Below are some commonly-
writeen expressions:

3
 Subject Main verb Object/Noun clause
shows
indicates
illustrates
chart
describes
graph
gives the number of ...
table
presents the proportion of ...
diagram
The information on ...
show data on ...
figures
indicate that ...
statistics
illustrate
describe
give
present

Body
1. The body should point out the source of information. The expressions below may be used:

table/chart,
According to the
diagram,
As (is) shown in the
graph,
As can be seen from the
figures,
table/chart
It can be seen
diagram
We can see from the
graph
It is clear/apparent
figures

2. The following sentences may be used to describe or compare data:

- In relation to ...
- Compared with ...
- Twice as high/large/many as ...
- Three times as high/large/many as ...
- Double/treble/half the percentage/number of ...

3. When describing graphs, you have to examine whether there is an obvious trend, it is
important to mention this; or look for obvious differences such as the largest, the smallest.
When describing a graph of this type, you should state what the overall trend is (upwards,
downwards or unchanging), and mention the initial an final figures. You should also mention
the lowest and highest points reached.
You will not normally see a graph with a straight line, most will fluctuate in some way or
another. Once you have identified a trend, point out the exceptions.
You may use the following sentence patterns:

4
 a. Verb + adverb

Subject Verb Adverb Time

suddenly
increased rapidly
jumped quickly
rose dramatically
grew significantly
went up sharply
climbed steeply
from (June) to (December)
The number of (cars) decreased steadily
between (June) and (December)
dropped consistently
fell smoothly
reduced continually
went down stably
fluctuated gradually
varied slowly
slightly

b. Adjective + noun

Subject Adjective Noun Time

sudden
increase
rapid
jump
dramatic
rise
significant
growth
sharp
decrease
steep
There was a drop in the number from (June) to (December)
large
(very) fall of (cars) between (June) and (December)
marked
decline
steady
reduction
gradual
fluctuation
slow
variation
small
slight

c. Describe small changes or no changes

remained steady/stable from (June) to (December).

The number of (cars sold)
stayed the same between (June) and (December).
little
There was hardly any change in the number of (cars sold)
no

d. Describe the highest and lowest points

peaked
The monthly profit
reached a peak/a high point in (December).
The figures
bottomed out at 20%.
The situation
reached a bottom/a low point

5
 Conclusion
Connectors to signal conclusion Content
In summary, Express the main point of the illustration again in your own
To sum up, words.
In short,
In conclusion, Say something new that does not extend too far beyond what
To conclude, the illustration shows. You can mention future implications or
On the whole, draw a conclusion.
Altogether,

Therefore,
concluded
Thus,
it can/may be deduced
On this basis,
inferred
Given this,

seen
table,
concluded
figures,
shown
From the data, it can/may be
estimated
results,
calculated
information,
inferred

Skills for writing

Important steps
Step 1: Preparation (about 3 minutes)

You need to spend 2-3 minutes working out exactly what you are going to do. You should bear the
following points in mind:

1. Study the question carefully. Most Tasks 1 involve writing a report which describes the visual
information given. You shld not the instructions with a highlighting pen.
2. Think carefully about the title. Outline some pertinent points.
3. Note the times given for correct use of tenses.
4. Ensure that your ideas are arranged logically including appropriate connectors.

You should spend about 20 minutes on this task.

It is often claimed that women have achieved greater freedom and have access to the same
opportunities as men. The pie charts below show some employment patterns in Great Britain. Write
a report for university lecturer describing information in the charts below. You should write at least
150 word.

6
Analysis:
Time: Not given – present simple tense
Subject: Employment
Trends: More men than women engaged in managerial and professional, craft; fewer men in clerical
work; same number for men and women in other manual work.
Details: Non-manual section: more women in clerical; more men in managerial and professional; the
same in other work
Manual section: men in most craft and general labour; the same in other work
Step 2: Writing (about 15 minutes)
When writing a Task 1 report passage, include:
- An introduction (1-2 sentences)
- Body paragraphs (2-4 paragraphs)
- A conclusion (optional)
While you are writing, keep the following guides in mind:
1. Introduction:
The introductory sentence(s) explain(s) what you are describing, for example:
The table compares the population growth and interstate migration in each Australian
state for 12 months to the end of 1994.
The graph shows the growth of computers in Australia between 1975 and 1995.
The pie chart represents the proportion of gases contained in natural gas.

7
 2. Body:
Each body paragraph must contain the following points:
- Complete sentences are used in describing the given information.
- When discussing the data presented in the task, identify significant trends and give examples
that relate directly to the given information to support your statements.
- The use of verbs expressed in the present passive voice is often appropriate when giving a
description of a process or procedure. Also, add transition devices appropriately.
The body paragraphs for the above task may be written as follows:
In the non-manual occupations, while a greater percentage of working women than men
are found in clerical-type positions, there is smaller percentage of women than men
employed in managerial and professional positions. The percentage of men employed in
other non-manual occupations is slightly larger than the percentage of women in these
occupations.
In manual employment, the biggest difference between the two sexes is in the
employment of craft workers, where males make up 21% of the workforce and female just
4.5%. Furthermore, the percentage of women working as general labourers is small, only
11%. There is not a great deal of difference between the percentage of men doing other
forms of manual work (28%) and women in other manual work (32%).
3. Conclusion:
A simple concluding statement may include any of the following where relevent:
- Significant comments
- An overall summary of the key point(s)
The concluding sentence for the above task may be written as follows:
In conclusion, the two charts clearly show that women do not have the same access as
men to certain types of employment.
Step 3: Editing (about 2 minutes)
Make sure that you have followed the instructions carefully. Be sure that you have written what you
intended and that no important ideas are missing.
In the last few minutes, check for obvious errors such as spelling and grammatical errors.

8
Several words that should not be used in IELTS writing

1. MOREOVER, DEMERITS, HENCE / THUSLY

I ban my students from using certain words in the IELTS test. The easiest way for me to
explain why I ban these words is that most native speakers wouldn't use them if they were
doing the test. Here are a few of my least favourites:
Moreover - Native speakers hardly ever use this word, and students tend to use it wrongly.
Just use 'furthermore' or 'also'.
Demerits - It's ok to talk about the 'merits' of something, but the word 'demerits' seems
unnatural. Just use 'disadvantages' or 'drawbacks'.
Hence / Thusly - These words sound too formal and old-fashioned. Just use 'therefore' or 'as
a result'.
(ielts-simon.com. Giám khảo Simon)

2. IN A NUTSHELL, IN SUMMARY OR TO SUMMARISE

You need to send a SIGNAL to the examiner that you are making the conclusion to your
essay. I like the phrase in conclusion best. I suggest you just use this as it can be used for ALL
THREE types of essays. The more you can avoid the need to have to remember and correctly
apply different phrases for each type of essay the better. I really hate in a nutshell. I think
other people may hate this, so I don’t recommend it. It is not impressive; I feel it is a cliché,
or an overused phrase. I also don’t feel it is formal. If you say in summary or to summarise
my main points you will have to not use these phrases with certain types of essays. For
instance, with a both sides and opinion essay you are not really summarising your main
points in the final paragraph, you are giving your own opinion.
(IELTSanswers.com- Giám khảo Mike)

3. CANNOT BE DENIED
Avoid words like "Cannot be denied" in an academic writing
In the academic world nothing is undeniable. Of course it can be denied… People deny that
there is gravity…. People deny that the world is older than 10,000 years [many Christians]….
Aboriginal Australians believe that they were born out of the earth… And deny the whole
concept of evolution.
(IELTSanswers.com- Giám khảo Mike)

9
4. ALL THINGS CONSIDERED, TO SUM UP, IN SUMMARY, TO SUMMARIZE, IN SHORT, IN A
NUTSHELL,TO PUT IT IN A NUTSHELL
When writing a conclusion for task 2, I always start with the words "In conclusion". There's
no reason why you should learn any alternatives.
Here are some phrases that I would not use:
All things considered
To sum up
In summary
To summarize
In short
In a nutshell
To put it in a nutshell
Note:
Phrases 1 to 5 are acceptable, but I still wouldn't use them myself.
Don't use any phrase containing the word "nutshell". 6 and 7 are not appropriate for an
academic essay.
(ielts-simon.com. Giám khảo Simon)

5. STRIKINGLY (IELTS WRITING TASK 1)

Using the word „strikingly‟ can be seen as a personal opinion and not gained by looking at
the chart. This can lower Task Response.
(IELTSanswers.com- Giám khảo Mike)

6. NOWADAYS, RESEARCH HAS SHOWN THAT, RECENT SURVEYS SHOW THAT, FACTS
SHOW THAT. SAY, THINK,
Những từ này thì phổ biến.
Những từ này đa phần các giám khảo đều khuyên không nên dùng khi thi IELTS Writing. Tất
nhiên, cũng có giám khảo thấy không sao. Nếu là mình, mình sẽ không dùng những từ trên
để tránh rủi ro và đạt điểm tốt nhất.

10
Some words used to paraphrase
1. graph = line graph
2. chart = bar chart/ pie chart/table/flow chart
3. shows = illustrates (or 'compares' if the graph is comparing)
4. proportion = percentage
5. give information about = show data about
6. the number of = the figure for
7. the proportion of = the figure for
8. people in the USA = Americans
9. from 1999 to 2009 = between 1999 and 2009
10. from 1999 to 2009 = over a period of 10 years/over a 10 year-period
11. how to produce = the process of producing
12. in three countries = in the UK, France and Spain (i.e. name the countries)
13. increased = rose / saw an increase / there was a rise
14. graph = line graph
15. trends in = changes in
16. US consumption = consumption in the United States
17. chart = flow chart (also: bar chart, pie chart, table)
18. the diagram = the figure
19. to produce forecasts = to forecast
20. the total number = the overall number
21. various mobile phone features = different functions of mobile phones
22. maps show = diagrams illustrate
23. an island before and after = some changes to an island
24. in 1999 = in the year 1999
25. the proportion of different categories of families living in poverty = the poverty rates
among six types of household
26. in 1980 and 2000 = over two separate years/figures are given for 1980 and 2000/in two
different years

11
Line graph
Line graph is used to describe change (go up, go down, or fluctuate) of a phenomenon over the time.

You should spend about 20 minutes on this task.

The graph below compares changes in the birth rates of China and the USA between 1920 and 2000.

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

Write at least 150 words.

Birth Rates in China and the USA

China: Đỏ - USA: Xanh

Introduction
The introductory sentence will be the paraphrase of the question, which should include:

 What
 When

12
  Where

Question The graph below compares changes in the birth rates of China and the USA
between 1920 and 2000.
Intrductory A glance at the graph provided reveals some striking similarities between the
sentence Chinese and US birth rates during the period from 1920 to 2000.

General comment
- Look at the general picture of the graph to see the trend in all lines during the time period
provided (starting time to ending time). Identify the general trend for all lines (up or down).
- Don’t need to state specific figures in the general comment. The focus should be put on the
general features such as “overall trend”, “the highest/lowest point”.

General It is evident that both nations saw considerable fluctuations in fertility, with lows
comment during the 1940s and highs during the 1950s.

Body
How to analyse the lines in line graph
- Identify each stage in which all lines have the same trends such as go up, go down, or
fluctuate.
- 3 to 4 divisions should be enough, avoid too many divisions.

Vocabulary to describe
Noun Verb
A rise To rise
An increase To increase
A growth To grow
To go up
A soar To soar
A surge To surge

A peak To peak
An improvement To improve
A recovery To recover
A fall To fall
A decrease To decrease
A decline To decline
A reduction To reduce
To go down
A dip To dive
A plunge To plunge
A plummet To plummet
A fluctuation To fluctuate
A variation To vary

A plateau: a word to to describe To level off

something stays at the same To level out
level, after increase

13
Grammar
- Past Simple Tense: Describe past events
- Future Simple Tense: Describe prediction of trends in the future
 Stucture 1:
Predictions/Expectations/Anticipations/Forecasts/Estimates/Evaluations/Calculations +
show/reveal/indicate + (that) it will drop dramatically
 Structure 2:
It is + predicted/expected/anticipated/forecast/estimated/evaluated/calculated + that
the number of cars will drop dramatically
 Structure 3:
The number of cars is +
predicted/expected/anticipated/forecast/estimated/evaluated/calculated + to drop
dramatically

Structure
Subject Verb Adverb Time
suddenly
increased rapidly
jumped quickly
rose dramatically
grew significantly
went up sharply
climbed steeply
from (June) to (December)
The number of (cars) decreased steadily
between (June) and (December)
dropped consistently
fell smoothly
reduced continually
went down stably
fluctuated gradually
varied slowly
slightly

Subject Adjective Noun Time

sudden
increase
rapid
jump
dramatic
rise
significant
growth
sharp
decrease
steep
There was a drop in the number from (June) to (December)
large
(very) fall of (cars) between (June) and (December)
marked
decline
steady
reduction
gradual
fluctuation
slow
variation
small
slight

14
Linking words
The first event The next event The last event
In the first year/month, Afterwards, Finally,
In 1999/January, Then/Next, Ultimately,
In the first year, 1999, ....after which...
At/In the beginning, ...following which...
At first, ...until...after which...

Application into the above topic

Analyse the lines

For the USA:

- 1920 – 1940: continually fluctuated

- 1940 – 1945: decreased significantly
- 1945 – 1950: increased suddenly
- 1950 – 2000: went down steadly

For China:

- 1920 – 1935: fluctuated constantly

- 1935 – 1940: plummeted
- 1945 – 1950: reached a peak
- 1950 – 2000: plunged until 1955, followed by a steady decrease

15
Increasing from approximately 10 percent in 1920 to 15 percent in 1935, China’s birth rate then
plunged to a low of just 5 percent in the 1940s. This was followed by a period of exponential growth,
with fertility in the country reaching a peak of 20 percent in 1950. The latter half of the century,
however, brought a sustained decline in this figure.

The US birth rate, meanwhile, fluctuated at somewhere between 11 and 13 percent prior to 1940,
before dropping sharply to less than 5 percent in 1945. The following 5 years saw a rapid climb in
this rate, to somewhere in the vicinity of 15 percent in 1950, followed by a steady fall to
approximately 7 percent in 2000.

Conclusion
In conclusion, it can be identified that the fertility rates in both China and the USA fluctuated
considerably during the period 1920 to 2000, with a peak in 1950 for both countries.

16
A – TASK 1
1. In general

You can try using different subjects to make your writing more flexible. For example,
instead of saying “the number of people who learn English increased in 1950s”, you can say
that “in the 1950s, more people tended to learn English than in the past.”

It is very important to note that the words and expressions below are not lists of synonyms.
A few examples are given here, but look for these expressions when you are reading, to see
how they are used. To take just one example: made = produced sometimes, but not all the
time. We can say that Rice is produced in India, but we cannot say that Rice is made in
India. In other words, always notice how and when words and expressions can be used.

You should also note that you can repeat key words from the task 1 diagram in your
report, but try to avoid doing this too often. If you study the vocabulary, you will be able
to make the vocabulary and structure of your reports more varied.

- Subject refers to figures – Verb refers to increases/ decreases

+ The number of/ The figure for/ The proportion of/ The percentage of people who … (relative
clause)

+ The number of/ The figure for people + V-ing/ (reduced relative clause)

+ There was an increase/ rise/ growth….in the number of… noun + V-ing or V-ed

+ There was a decrease/ drop/ fall/ decline…in the number of…noun +V-ing or V-ed

Example:

+ In 1999, the proportion of people using the Internet in the USA was about 20%.

+ There has been an increase in the cost of coffee.

+ The number of people going to college rose to 5 million.

+ The proportion of people shopping at Wal Mart was 5%.

+ The figure for people who like to go to Mexico in the summer increased last year.

+ There was a rise in the percentage of children born by C-section.

+ There has been a growth in the number of countries affected by drought this year.
+ There was a decrease in the number of hospitals.

- Subject refers to the chart

+ The chart/ graph/ illustration/ map/ table…shows/ illustrates/ gives information about/ provides
information about/ compares…

Example: The chart shows a change in the percentageof international students among university
graduates in different Canadian provinces between 2001 and 2006.

- Subject refers to what is shown in the chart

+ People tend to + V

+ X is the most popular ….

+ Company A reduced its waste production

+ The …(noun: consumption, spending…) is highest

+ People show their preference for…

+ People have a tendency to do sth

Example:

+ In 2005, Internet usage in both the USA and Canada rose to around 70% of the population,
while the figure for Mexico reached just over 25%.

+ People in Britain spent just over £170,000 on photographic film, which is the highest figure
shown on the chart. By contrast, Germans were the lowest overall spenders, with roughly the
same figures (just under £150,000) for each of the six products.

+ Corn was the most popular food in Texas during the 60s.

+ The consumption of chocolate in the Middle East was higher than in India.

+ During the 1950s, the consumption of alcohol was highest in the USA, followed by Russia
and Germany.

+ People showed their preference for travelling to work by car, rather than by bus or train.

+ People have a tendency to shop in their neighborhood, which often benefits the local grocery
stores more than it does supermarkets.
2. Particular words

- A period of time

+ during the period between X and Y

+ between X and Y

+ from X to Y

+ during the 1950s

+ within five fears from X to Y

+ over the period from X to Y

+ over a period of 17 years

+ during the researched/ observed period

+ at the beginning/ end of the period shown

Example:

+ In contrast, the divorce rate peaked in 1980, at nearly 1.5 million divorces, before falling
(back) to 1 million at the end of the period.

+ The bar chart compares the cost of an average house in five major cities over a period of 13
years from 1989.

+ London experienced by far the greatest changes in house prices over the 13-year period.

+ The First World War took place between 1914 and 1918.

+ During the 1950s, the US economy quickly developed, making it the biggest economy in the
world.

+ Within 6 years from 1920 to 1926, hundreds of factories were established.

+ Many schools were founded over a period of 25 years from 1900 to 1925.

During the period shown in the graph, the quantity of ice cream consumed in Italy fell by about
25%.

- Age group
+ between X and Y years old

+ X - to Y-year-olds

+ X - to Y-year-old students

+ people (who are) aged X to Y.

+ people who fall into the X to Y age group

+ people who belong to the X to Y age group

+ in their forties (40 – 49 years old)

- Old people: the elderly = elderly people = senior citizens

- Young people: the young = teenagers = youngsters

- Middle aged people = people aged 40 to 60

- People in early adulhood = people who fall into 20 to 40 age group

Example:

+ 12% of those aged between 14 and 16 years old were current smokers.

+ There was a fall in the number of 16-19 year olds studying in higher education in Greece.

+ The majority of students aged 16 to 18 were doing vocational courses.

+ People in their forties went to the cinema more frequently than elderly people.

+ While 60% of people who fell into the 30-50 age group owned at least one car, this proportion
fell to 40% among those who belonged to the 50-60 age group.

+ The period between 1980 and 1990 saw a dramatic increase in the number of youngsters and
people in early adulthood who had motorbikes.

- Spending

+ Noun: Spending = expenditure/ spender = consumer

+ Verb (active form): spend = use one’s money

+ Verb (passive form): be spent on = be allocated for = be used for = be expended = be paid out
for
Example:

+ Around $800 per person was spent on IELTS books by Vietnamese consumers in 2017.

+ Germans were the lowest overall spenders, with roughly the same figures (just under
£150,000) for each of the six products.

+ Spending on IELTS books increased dramatically to $800 in 2017.

+ Among US consumers, in 1990 $1 billion was spent on clothes, while the expenditure on
holidays was almost double this figure.

+ Almost half of government spending was allocated for health and education.

- Consumption

+ Noun: X consumption = X use/ the amount of X used/ consumed

+ Verb: consume = use

Example:

+ The charts compare the amount of water used for agriculture, industry and homes around the
world, and water use in Brazil and the Democratic Republic of Congo.

+ We can also see that water consumption was considerably higher in Brazil than in the Congo.

+ The amount/The quantity of ice cream consumed fell from 5000 litres in 2004 to 3750 litres in
2007.

- Internet usage

+ Noun: Internet usage

+ the population who used the Internet = people who used the Internet = people using the
Internet = people who had access to the Internet = people accessing the Internet = Internet users

+ Verb: use = access = connected to

Example: :

+ Almost 100% of Canadians used the Internet, compared to about 80% of Americans and only
40% of Mexicans.
+ Overall, a much larger percentage of Canadians and Americans had access to the Internet in
comparison with Mexicans, and Canada experienced the fastest growth in Internet usage.

+ 50% of people using the Internet in the US are teenagers.

+ The number of Internet users rose sharply in Vietnam after 2002.

+ China witnessed an incredible growth in Internet usage over a period of 10 years.

+ The chart shows that in 2002, 50 million people had access to the Internet in Russia, compared
with 70 million ten years later.
Dùng giới từ chính xác

Khi mô tả số liệu và các đặc điểm, các giới từ như “to, by, with và at” có vai trò rất
quan trọng trong câu. Dưới đây là một vài ví dụ bạn có thể tham khảo nhé:

1. Dùng giới từ “to” khi mô tả sự thay đổi đến mức nào đó

In 2008, the rate of unemployment rose to 10%.

2. Dùng giới từ “by” khi mô tả sự thay đổi một khoảng nào đó

In 2009, the rate of unemployment fell by 2% (from 10% to 8%).

3. Dùng giời từ “with” để nói về phần trăm, số lượng chiếm được

He won the election with 52% of the vote.

4. Dùng giới từ “at” để thêm con số vào cuối câu

Unemployment reached its highest level in 2008, at 10%.

Bài tập:
Hoàn thành các câu sau sử dụng giới từ phù hợp

for at on to in by from between

of up down with and during

1. ……… 1990 ……… 2000, there was a drop ……… 15%.

2. GM car sales peaked ……… 2,000 in 1999.
3. The chart shows a decline ……… 35% ……… the bird population.
4. There has been a significant increase ……… the number of people aged over eighty.
5. There have been dramatic cuts ……… the level of spending on the elderly, reaching
a low …… 11%.
6. Profits rose ……… a low of 4.5 million to a high of 8 million in 2008.
7. Canada and Australia’s wheat exports fluctuated ……… 5 million and 6
million respectively.
8. There were significant improvements ……… healthcare ……… 1980.
9. The statistics show a reduction ……… 20% ……… energy costs as a result ………
the measures.
10. Profits fell ……… 10%, from 2,000 to 1,800 in 1970s.
11. The radio station experienced a fall ……… 36,000 listeners to a total audience ………
2.1 million.
12. The number of students fell ……… a low of 1,500 in the second half of the year.
13. Cases of AIDS shot ……… from 2,400 in 1996 to 4,000 in 2004.
14. Demand reached a peak ……… 45,000 in early March.
15. The number of cars sold remained unchanged in 1999 ……… three million.
16. Students do between three ……… four hours homework a night.
17. The number of accidents ……… 1999 was slightly higher than that of 2000.
18. The figure rose steadily ……… the four years between 1997 ……… 2001.
19. Oil production rose dramatically at first but then leveled out ……… $70 a barrel.
20. There was an increase ……… 50,000 between 1990 and 1992.
21.……… 1994 ……… 1997, sales rose steadily ……… over 20,000.
22. DVD sales peaked ……… 60,000 ……… 1992 but then decreased ……… about 10,000
over the next two years.
23. In the year 2000, sales started ……… 10,000. In the first month, there was a rise ………
around 2,000.
24. After some fluctuations, sales in 2000 reached their peak ……… just over 15,000, a rise
……… 5,000 since the beginning of the year. Sales increased ……… over 10,000
between 1994 and 1997, but then dropped ……… more than 10,000 …………… 1997
and 1999.
25. In 2008, the rate of unemployment rose …… 10%.
26. In 2008, the rate of unemployment rose …… 10%, from 2,000 to 2,200 cases. 27.There
was a slight rise …… the number of men employed.
28. Experts expect there to be a fall …… approximately 30% over the next decade.
29.The introduction ……… DVDs led to a decline ……… 20% ……… video sales.
30. The figures show a drop ……… 5% ……… student numbers.
31. The health service program spent a total ……… $2.5 billion on staffing …… April 2002.
32. The survey hopes to track trends ……… consumer spending.
33. In 2009, the rate of unemployment fell ……… 2% (from 10% to 8%).
34. He won the election ……… 52% of the vote.
35. Unemployment reached its highest level ……… the year 2008 ……… 10%.
36.……… 2002, the cost of an average house in the UK was around £130,000. ……… 2007,
the average house price had risen ……… almost £190,000, but it fell back ……… just
under £150,000 ……… 2008.
37. Japan ……… two gold medals and a silver one stood ahead of the US ……… one
gold and one bronze medal ……… 1968.