IELTS Writing Task 1

How do I answer an IELTS writing task 1?
To analyze this, we’ll look at a line graph. Look at the following question and the graph.
You should spend about 20 minutes on this task.
The line graph below shows changes in the amount and type of fast food
consumed by Australian teenagers from 1975 to 2000.
Summarize the information by selecting and reporting the main features and
make comparisons where relevant.
Write at least 150 words.
There are three basic things you need to structure an IELTS writing task 1.
1. Introduce the graph

2. Give an overview
3. Give the detail
We’ll look at each of these in turn.
1) Introduce the Graph

You need to begin with one or two sentences that state what the IELTS writing task 1
shows. To do this, paraphrase the title of the graph, making sure you put in a time frame
if there is one.
Here is an example for the above line graph:
The line graph compares the fast food consumption of teenagers in Australia
between 1975 and 2000, a period of 25 years.
You can see this says the same thing as the title, but in a different way.
2) Give an Overview
You also need to state what the main trend or trends in the graph are. Don’t give detail
such as data here – you are just looking for something that describes what is happening
overall.
One thing that stands out in this graph is that one type of fast food fell over the period,
whilst the other two increased, so this would be a good overview.
Here is an example:
Overall, the consumption of fish and chips declined over the period, whereas the
amount of pizza and hamburgers that were eaten increased.
This covers the main changes that took place over the whole period.
You may sometimes see this overview as a conclusion. It does not matter if you put it in
the conclusion or the introduction when you do an IELTS writing task 1, but you should
provide an overview in one of these places.
3) Give the Detail

You can now give more specific detail in the body paragraphs.
When you give the detail in your body paragraphs in your IELTS writing task 1, you
must make reference to the data.
The key to organizing your body paragraphs for an IELTS writing task 1 is to group
data together where there are patterns.
To do this you need to identify any similarities and differences.
Look at the graph – what things are similar and what things are different?
As we have already identified in the overview, the consumption of fish and chips
declined over the period, whereas the amount of pizza and hamburgers that were eaten
increased.
So it is clear that pizza and hamburgers were following a similar pattern, but fish and
chips were different. On this basis, you can use these as your ‘groups’, and focus one
paragraph on fish and chip and the other one on pizza and hamburgers.
Here is an example of the first paragraph:
In 1975, the most popular fast food with Australian teenagers was fish and chips,
being eaten 100 times a year. This was far higher than Pizza and hamburgers,
which were consumed approximately 5 times a year. However, apart from a brief
rise again from 1980 to 1985, the consumption of fish and chips gradually
declined over the 25 year timescale to finish at just under 40.
As you can see, the focus is on fish and chips. This does not mean you should not
mention the other two foods, as you should still make comparisons of the data as the
questions asks.
The second body then focuses on the other foods:
In sharp contrast to this, teenagers ate the other two fast foods at much higher
levels. Pizza consumption increased gradually until it overtook the consumption
of fish and chips in 1990. It then levelled off from 1995 to 2000. The biggest rise
was seen in hamburgers as the occasions they were eaten increased sharply
throughout the 1970’s and 1980’s, exceeding that of fish and chips in 1985. It
finished at the same level that fish and chips began, with consumption at 100
times a year.
Full Model Answer:

The line graph compares the fast food consumption of teenagers in Australia between
1975 and 2000, a period of 25 years. Overall, the consumption of fish and chips
declined over the period, whereas the amount of pizza and hamburgers that were eaten
increased.
In 1975, the most popular fast food with Australian teenagers was fish and chips, being
eaten 100 times a year. This was far higher than Pizza and hamburgers, which were
consumed approximately 5 times a year. However, apart from a brief rise again from
1980 to 1985, the consumption of fish and chips gradually declined over the 25 year
timescale to finish at just under 40.
In sharp contrast to this, teenagers ate the other two fast foods at much higher levels.
Pizza consumption increased gradually until it overtook the consumption of fish and
chips in 1990. It then levelled off from 1995 to 2000. The biggest rise was seen in
hamburgers as the occasions they were eaten increased sharply throughout the 1970’s
and 1980’s, exceeding that of fish and chips in 1985. It finished at the same level that
fish and chips began, with consumption at 100 times a year.
Lessons, Tips and Strategies

In the IELTS writing Task 1 for academic you have to describe some kind of graph,
diagram, map or process.
Here you will get all the tips and techniques you will need for writing about the Task 1,
or to find out how to improve your score if it has been too low.
IELTS Task 1 Line Graph
Organizing Your Answer
In this lesson we'll look at an IELTS task 1 line graph in order to help you understand
how to deal with 'age groups' and to show you how it is possible to organize an
answer in different ways.
There is usually more than one way to write about a graph. Each person may view it in
a different way and decide on a different way to present the information.
One way is not necessarily better than another. However, if one way is difficult to follow,
then this is obviously not the best choice.
What is important when you plan a task one is to think about how you can organize your
graph in the most logical and clear way?
This often means grouping the information in some way, and you can do this by
looking for patterns - look for similarities and differences.
This sample IELTS task 1 line graph is divided up into age groups.
Although a graph like this is not over time as such, it can still be viewed in this way as it
is showing how something changes over different ages - in this case, how certain
factors in a neighborhood when choosing a new home vary over age.
Take a look at the following question, the IELTS task 1 line graph below, and the model
answers.
The line graph shows the percentage of people of different age groups and how
they rate a set of factors in terms of importance when buying a new home.

Model Answer 1 - Organizing by Factors
The line graph illustrates the importance, measured in percentages that four ages
groups place on five different factors when they move to a new home. It is immediately
apparent that a low crime rate is the most important variable across all the age groups.
Of all the factors, the desire for a low crime rate is by far the most important. Amongst
the all the age groups this figure stands at around 80%, with the middle aged and
elderly viewing it as slightly more important. Next, schools are seen as very important
by a significant proportion of 25 to 44 year olds although the percentages drop markedly
as people get older, with just under 25% of 55 to 64 year olds viewing this as important.
Shopping facilities, being chosen by around 13%, are not viewed with such importance
as schools and crime by the younger age groups. However, as people get older, this
increases in importance to approximately 30%, and, as would be expected, is actually
more important than schools to those over 55. Finally, although increasing in
importance with age, neither parks nor public transport are viewed to be as important as
the other factors by any of the groups.
Comments
As you can see in this answer to the IELTS task 1 line graph, the candidate has
organized the answer mainly around the 'factors'.
Each one is described in turn, starting with the most important, low crime. Less is said
about those that are not viewed as so important (parks and public transport).
Notice that the graph does not talk about each factor in isolation, but makes
comparisons across the factors and groups. For example:
Of all the factors, the desire for a low crime rate is by far the most important.
Shopping facilities are not viewed with such importance as schools and crime by the
younger age groups.
With an IELTS task 1 line graph you should always avoid simply discussing each point
on a graph with no reference of how it relates to the other points.
Model Answer 2 - Organizing by Age Groups

The line graph illustrates the importance, measured in percentages that four ages
groups place on five different factors when they move to a new home. It is immediately
apparent that a low crime rate is the most important variable across all the age groups.
The factors that are very important when purchasing a new house are very similar for
the first two age groups. A low crime rate represents the greatest percentage of these
groups at around 80%, though it is slightly higher for those aged 35 to 44. Schools as a
factor is again very similar at around 60% for the younger age group, but dropping to
around 45-50% for 35 to 44 year olds. A much lower percentage rate shopping, parks
and public transport as important.
Turning to those aged over 45, low crime accounts for the largest proportion at
approximately 80%, similar to those of a younger age. In contrast to the younger groups
though, schooling was far less important, falling to below 25% for those aged over 55.
This older group rate them as less important than shopping facilities. In fact, shopping
facilities, parks and public transport all become more important factors as people get
older.
A graph in the future

Sometimes you may have to write about a graph in the future.
When you are presented with a line graph to analyze (or a bar graph if it is over time)
you should always look carefully to check what time frame is being referred to.
If you get the time frame wrong, this could have a very negative impact on your score as
a lot of the information will then be presented incorrectly.
Take a look at the line graph below.
1. What is the timeframe?

2. What tenses will you use?
IELTS Line Graph - UK Fast Food

Consumption
by uzma abbas
(lahore)
The graph gives information about the consumption of fast food (in grams per
week), in the UK from 1970 to 1990.
The bar graph represents the weekly expenditure on three categories of fast food
according to income groups in britain while the line graph illustrates the total
consumption of these fast foods in the time period of 20 years between 1970-1990.
Overall, it can be seen that hamburger is the favorite fast food between high and
average income groups and that its consumption has gotten a sharp rise over the time
span of 20 years.
At first, the bar graph shows the expenditure comparison among hamburgers, fish &
chips and pizza. Hamburger is the highly consumed food in high and average income
groups where it costs 40 and 32 pence per week respectively. Contrary, in low income
group, more money is spent on fish and chips around 17% which corresponds to the
money spent on them in high income group. Pizza expenditure has a gradual falling
trend from high to low income groups which is 20%, 12% and 6% respectively.
On the other hand, the line graph depicts that fish and chips were the highly consumed
fast food in 1970, consumption 300 gms but with the passage of time, its consumption
showed a gradual descending trend till 1990 when it reached around 200gms. While
hamburger and pizza showed increasing trend, in which hamburger showed an abrupt
rise and reached at 500 gms till 1990. Pizza consumption took a steep rise and could
just reach at 220 gms which is the same as the most lowest level of fish and chips
consumption.
IELTS Line Graph - Australian Fast Food

Consumption
by Ala
(Oxford United Kingdom )
The graph illustrates, the changes in Consumption of fast food by the Australian
Teenagers, including three types of food, Pizza, Fish and chips and Hamburgers,
between 1975 and 200 . A period time of 25 year.
In 1975, there was an increase in each of Pizza and Hamburgers except the Fish and
Chips went down. In 1980, It's still the same as before, for the Pizza and Hamburgers
expect Fish and Chips still dropped down slowly as which shows in the graph. From
1985 to 1990 the Fish and Chips decline for about 30 per-cent and Pizza and
Hamburgers still rise From 20 per-cent to 40 per-cent for Pizza and 57 per-cent for
Hamburgers which demonstrates in the graph below. From 1995 to 2000 as we see the
Pizza and Hamburgers still steady remains as the same number of times eaten per
year. I think if the people didn't make any solution for this problem may Fish and Chips
well not go make again.
Comments for IELTS Line Graph -

Australian Fast Food Consumption
1. Lack a clear overview

2. The language used in IELTS writing should be formal,
meaning no contraction ( it's -> it is)
3. "I think if the people didn't make any solution for this
problem may Fish and Chips well not go make again." This
sentence is incomprehensible. Moreover, personal pronounce
should be avoided in IELTS writing.
4. Missed key features, like which type of fast food was the
most popular, least popular, and how they changed over the
years.
Gross Domestic Product in the UK

The chart shows components of GDP in the UK from 1992 to 2000.
Model Answer
The bar chart illustrates the gross domestic product generated from the IT and Service
Industry in the UK from 1992 to 2000. It is measured in percentages. Overall, it can be
seen that both increased as a percentage of GDP, but IT remained at a higher rate
throughout this time.
At the beginning of the period, in 1992, the Service Industry accounted for 4 per cent of
GDP, whereas IT exceeded this, at just over 6 per cent. Over the next four years, the
levels became more similar, with both components standing between 6 and just over 8
per cent. IT was still higher overall, though it dropped slightly from 1994 to 1996.
However, over the following four years, the patterns of the two components were
noticeably different. The percentage of GDP from IT increased quite sharply to 12 in
1998 and then nearly 15 in 2000, while the Service Industry stayed nearly the same,
increasing to only 8 per cent.
At the end of the period, the percentage of GDP from IT was almost twice that of the
Service Industry.
Words 182
The bar chart shows the monthly spending in dollars of a family in the USA on
three items in 2010.
Model Answer
The bar chart depicts the monthly expenditure on food, gas and clothing of a family
living in the USA in 2010. Overall, it can be seen that levels of expenditure fluctuated
over the period.
To begin, in January the most money was spent on food, at approximately $500 per
month. Although expenditure on food increased slightly the following month, it then fell
to account for the lowest expenditure of all the items at the end of the period at just over
$300.
Gas appeared to follow the opposite pattern to food spending. It started lower at about
$350 per month, falling in the following month, and then increasing significantly to finish
at just under $600 in April.
Clothing, which at just over $200 accounted for the lowest expenditure at the beginning
of the period, fluctuated dramatically over the time frame. After reaching around the
same levels as food in February (nearly $600), it dropped markedly in March, then
jumped to just under $700 in the final month.
With the exception of an increase in March, average spending decreased slightly over
the four months.
(183 words)
The following bar chart shows the different modes of transport used to travel to
and from work in one European city in 1960, 1980 and 2000.

IELTS Bar Chart - Model Answer
The bar chart shows the changing patterns of transport use in a European city during
the period from 1960 to 2000. In brief, the chart shows that the use of the car as a
means of transport dramatically increased over the period shown, while the others fell.
In detail, in 1960 the motor car was used least as a method of transport with only about
7% of the population using this method but car use grew steadily and strongly to finally
reach about 37% of the population by 2000. This was a massive 5-fold increase in use.
Over this same period, however, the popularity of walking, which had been the most
popular means of transport with 35% of the population in 1960 having it as their
preferred way of getting around, fell to 10%. Bicycle use also fell from a high of about
27% in 1960 to just 7% in 2000.
On the other hand, bus use was more erratic being popular with almost 20% of the
population in 1960 and rising to a peak of about 27% in 1980 before falling back to
about 18% in 2000.
(188 Words)
IELTS Pie and Line Graph - Spending on Food and
Restaurants
The charts show the percentages of their food budget the average family spent
on restaurant meals in different years. The graph shows the number of meals
eaten in fast food restaurant and sit-down restaurant.
The pie charts describe the budget percentages of average family for their foods in
restaurant and home cooking meals between 1970-2000 periods. Furthermore, there is
a line graph that indicates the number of meals per year were eaten by people in fast
food restaurant compared by sit-down restaurant in the same periods.
In the beginning of this period, the family cost domination was spent for home cooking
meals (10%), although, the different condition occurred in 2000, while the food
restaurant allocation reached the peak and dominate the budget, for about one out two
parts. Through this term, the consumption of restaurant foods continued to rose steadily
about 5-15% for each next years. In 1970, amount of meals were eaten in fast food as
much as sit-down lounge (20), otherwise in the end of this term, fast food reached the
peak and lead the markets with sharp increases along the years. Sit-down restaurant
foods have same trended as fast food, however, the rising less than that.
The pie chart shows the amount of money that a children's charity located in the
USA spent and received in one year, 2016.
Revenue Sources and Expenditures of a USA Charity in one year, 2016.
Model Answer
The pie charts show the amount of revenue and expenditures in 2016 for a children’s
charity in the USA. Overall, it can be seen that donated food accounted for the majority
of the income, while program services accounted for the most expenditure. Total
revenue sources just exceeded outgoings.
In detail, donated food provided most of the revenue for the charity, at 86%. Similarly,
with regard to expenditures, one category, program services, accounted for nearly all of
the outgoings, at 95.8%.
The other categories were much smaller. Community contributions, which were the
second largest revenue source, brought in 10.4% of overall income, and this was
followed by program revenue, at 2.2%. Investment income, government grants, and
other income were very small sources of revenue, accounting for only 0.8% combined.
There were only two other expenditure items, fundraising and management and
general, accounting for 2.6% and 1.6% respectively. The total amount of income was
$53,561,580, which was just enough to cover the expenditures of $53,224,896.
Sample Pie Chart - Model Answer
The four pie charts compare the electricity generated between Germany and France
during 2009, and it is measured in billions kWh. Overall, it can be seen that
conventional thermal was the main source of electricity in Germany, whereas nuclear
was the main source in France.
The bulk of electricity in Germany, whose total output was 560 billion kWh, came from
conventional thermal, at 59.6%. In France, the total output was lower, at 510 billion
kWh, and in contrast to Germany, conventional thermal accounted for just 10.3%, with
most electricity coming from nuclear power (76%). In Germany, the proportion of
nuclear power generated electricity was only one fifth of the total.
Moving on to renewables, this accounted for quite similar proportions for both countries,
ranging from around 14% to 17% of the total electricity generated. In detail, in Germany,
most of the renewables consisted of wind and biomass, totaling around 75%, which was
far higher than for hydroelectric (17.7%) and solar (6.1%). The situation was very
different in France, where hydroelectric made up 80.5% of renewable electricity, with
biomass, wind and solar making up the remaining 20%. Neither country used
geothermal energy.
As you will see, it runs from 2012 until 2022.
In some graphs you may be given a time frame that includes the past and the
future (or possibly only the future). In this case you need to be very careful that you are
using the past tense when appropriate and the future tense when appropriate.
These are some common phrases you can use to discuss a graph in the future:
 will + infinitive
 is/are expected to + infinitive
 is/are predicted to + infinitive
Now take a look at the line graph and the model answer.
In order to see clearly how the past and future time frames have been used, the past is
in red, and the future is in green.
Graph in the Future - Model answer

The line graph shows the past and projected finances for a local authority in New
Zealand.
The line graph illustrates the financial position of a New Zealand local authority from
2012 to 2022. It is measured in millions of New Zealand dollars. Overall, it can be seen
that while rates revenue and user charges are predicted to increase over the
period, borrowings and grants and subsidies will remain much lower.
Rates revenues and user charges will follow a very similar pattern over the time
frame. Rates revenue stood at just under 1.5 billion in 2012, which was the
highest of the four criteria. Though they remained stable until 2013, they are
expected to climb to approximately 2.4 billion dollars in 2022. Like rates
revenues, use charges are predicted to continuously increase. They began the
period at 1 billion and will stand at twice this level by 2022.
Borrowings, on the other hand, are expected to show considerable

fluctuation. Although having initially increased,they will drop to a low of 600
million in 2016, before reaching a peak of just under 1.5 billion in 2020.
Borrowings will finish the period at around the same level that they began. Grant
and subsidies were the lowest of the four, at under 500 million in 2012. Despite
moving up to exceed borrowing briefly in 2016, this low level will continue until
2022.
(209 words)
Comments for IELTS Line Graph - Fast

Food Consumption
IELTS Line Graph - Fast Food Consumption
The graph illustrates the changes of Consumption of Fast

Food by Australian teenagers, including three types of food
such as Pizza, Hamburgers, Fish and Chips from 1975 to
2000, about 25 years. Overall, it can be seen that intake of
hamburgers and pizza has increased while that of fish and
chips has fallen down during the period.
To begin in the early of 1975, the number of times of fish

and chips was eaten that was so far from the others types
with 100 times. However, there was an increase in each of
Pizza and Hamburgers while the rate of fish and chips
fluctuated in the second period of time from the late of 1975
to the end of 1980. In third period time from 1980 to 1995,
while hamburgers and pizza continued to rise with the rate
respectively double times and 4 times, fish and chips went
down from 100 times to 40 times. In last period, the amount
of pizza and hamburgers remained table but the fish and
chips dropped again in 2000 which was the lowest among all
the four during that period.
Fast Food
The line graph illustrates the fast food consumption by Australian teenagers between
the years of 1975 and 2000. In overall, hamburger and pizza consumption shows
almost parallel increase with slight changes.
To begin with, it can be said that fish and chips consumption is the only component as
fast food that decreases rather than pizza and hamburger. Other than the slight
increase between 1980 and 1985, apparently Australian teenagers reduces eating fish
and chips. There is an obvious and drastic difference comparison to the other fast food
lines in the chart.
secondly Hamburger is the most favorite fast food of young adults especially between
the years of 1975 and 1985. after 1985, hamburger’s popularity seems to be decreased
and in the year of 1995 pizza could catch with hamburger's charm.
Also, starting from 1995 hamburger and pizza shows a parallel path way for the next 5
years, however hamburger’s number of eaten times is still higher than the pizza and
there is an extreme difference hamburger and fish and chips consumption numbers at
the year of 2000.
Finally it is obvious that Australian teenagers like hamburger and pizza way better than
the fish and chips.
Consuming Fast Food

The line graph below shows changes in the amount and type of fast food
consumed by Australian teenagers from 1975 to 2000.
The line graph represent the number of times Australian teenagers consumed three
types of fast food- pizza, fish and chips and hamburgers between 1975 to 2000, over 25
years. Overall, fish and chips was the most popular fast food among three which had
dropped the popularity over the period whereas, pizza and hamburgers were being
popular this time.
In 1975, fish and chips was consumed in high rate about 100 times per year. In
contrast, pizza and hamburger were consumed at below 10 times a year. Consumption
rate of fish and chips was fluctuated for 10 years between 80 to 100 times. Then
suddenly, the consumption rate was decreased rapidly to approximately 40 times over
15 years.
On the other hand, consumption rate of pizza and hamburgers were increased gradually
in a similar pattern during this 25 years. Hamburger was eaten higher than the pizza,
100 and 82 times respectively. Pizza consumption remained constant for the last 5
years whereas, hamburgers reached a peak at 100 times as like fish and chips was.
Fast Food Consumption
The line of graph below shows changes in the amount and type of fast food
consumed by Australian teenagers from 1975 to 2000
The line of graph shows us that Australian teenager consume fast food. This graph
prepare according to data between 1975 to 2000.
In beginning of 1985, the rate of eaten fish and chips were decreased sharply whereas
rate of eaten hamburger were started to increase constantly.
In 1975, fish and chips were more popular fast food than pizza. In that period of graph
pizza almost were not eaten. After that, fish and chips were started to lose their
popularity for teenagers in beginning 1980s, and teenagers have discovered taste of
pizza. That issue continued like that pizza were increased gradually.
On the other hand, increased of hamburger were more sharply than pizza in a period of
25 years. In 1985, Australian teenagers have decided hamburger, being eaten 85 times
a year, whereas rate of eaten pizza was lower than hamburger. Teenagers just eaten
pizza 25 times a year.
Pie and Line Graph - Spending on

Restaurant Meals
by myieltstest

The chart shows the percentage of their food budget the average family spent on
restaurant meals in different years. The graph shows the number of meals eaten
in fast food restaurants and sit-down restaurants.
The pie charts illustrated food budget ratio between dining out and home cooking the
typical families spent in four different years from 1970 to 2000 with ten years gap. The
ratio had grown progressively in favor of dining out in that period of time.
The family had spent five times more on restaurant meals in 2000 than they did in 1970.
In 2000, half of the budget had been spent on restaurant meals while only 10% were
spent on it in 1970. While the eating out budget portion increased by 5% and 15%
compared from the previous decade in 1980 and 2000, respectively, the significant
increasement happened in 1990. The budget had raised by 20% from the previous
decade.
While the pie chart depicted the food budget comparison between dining out and eating
at home, the line graph represented the number of meals per year of dinning out
between the same period of time and the same 10 years gap. It specifically compared
between the number of fast food meals eaten per year and the number of sit-down
restaurant meals eaten per year, as indicated by solid line and segmented line,
respectively. In 1970, the number was the same between of fast food and of sit-down
restaurant, which was 40 meals eaten per year. Both numbers increased steadily but
the number of fast food meal per year were always bigger from 1970 until the middle of
1980, when both numbers became equal again. From that year onward until 2000, the
number of sit-down restaurant meals had increased significantly and had never been
surpassed by the number of fast food meals which had been increasing also but not that
fast.
Sample 2

Please check it and give me honest feedback!
The charts illustrate the amount of money which were spent on restaurant meals by the
average family. The graph provides information about the number of meals which were
eaten in sit-down and fast food restaurants, for period of 30 years.
Overall, fast food outweighed cooking at home and eating in sit-down restaurants.
Initially, homemade food was far more popular than junk food, as in 1970 the money
used was about 90 per cent. From 1980 declined to just 50% while the money
separated for fast food was growing as in 2000 was exactly the half.
The number of meals consumed per year were exactly 20 for both sit-down and junk
meals. Both were increasing as between 1980 and 1990 the annual intake was the
same again at about 40 times per year. The consumption of fast food increased sharply
to reach approximately 90 per year. The intake of sit-down dishes increased slightly to
get about 50 intakes annually.
Thank you very much!

PS: the essay is for academic task 1
Bar Chart Exercise

This bar chart exercise is a gap fill to give you pratice with the language of comparison,
contrast and percentages.
Look at the graph and then read the model answer. Choose the right word to go in the
gap.
Bar Chart Gap Fill

The chart shows the percentage of drugs taken by girls and boys in a school in
New Zealand.
Instructions
Place the right word into the space. Make sure you write (or copy and paste) the
word exactly as it appears in the box, otherwise it will get marked as wrong.
Don't look below the bar chart exercise otherwise you will see an answer key.
at
school
approximately the least are similar gender
children
8%
at the same
in percentages more than equal percentages for
level
around bar chart
at only 5% is exactly 4% for
33% illustrates
Place the correct word in the gap
The 1. information on the quantity of drugs 2. in New

Zealand take, divided by 3. and measured 4. . Overall,
it is immediately apparent that hashish or marijuana is used 5. any of
the other drugs, whereas LSD and medical drugs are used 6. . At first
glance we can see that boys take more drugs than girls for 6 out of 7 of the drugs listed,
however an 7. number of boys and girls take cocaine.
To begin with, boys use more hashish or marijuana than girls at 8. and
29% respectively. Following this, boys take heroin, opium or
morphine 9. but girls 10.
On the other hand, the 11. amphetamines and
solvents 12. for both boys and girls at 2% and 3% for girls
and 13. both drugs for boys. Next, the pattern for LSD and medical
drugs 14. the same for both genders at 1% for girls and 3% for boys.
Finally, boys and girls take cocaine 15. , 4%.

Clear

Bar Chart Exercise - Answer
The 1. bar chart illustrates information on the quantity of drugs 2. school children in

New Zealand take, divided by 3. gender and measured 4. in percentages. Overall, it is
immediately apparent that hashish or marijuana is used 5. more than any of the other
drugs, whereas LSD is used 6. the least. At first glance we can see that boys take more
drugs than girls for 6 out of 7 of the drugs listed, however an 7. equal number of boys
and girls take cocaine.
To begin with, boys use more hashish or marijuana than girls at 8. around 33% and
29% respectively. Following this, boys take heroin, opium or morphine 9. at
approximately 8%, but girls 10. at only 5%.
On the other hand, the 11. percentages for amphetamines and solvents 12. are

similar for both boys and girls at 2% and 3% for girls and 13. 4% for both drugs for
boys. Next, the pattern for LSD and medical drugs 14. is exactly the same for both
genders at 1% for girls and 3% for boys. Finally, boys and girls take cocaine 15. at the
same level, 4%.
Line Graph Worksheet - Gap Fill
The line graph illustrates the amount of spreads consumed from 1981 to 2007, in
grams.

Gap Fill - Choose the correct word
The graph shows the quantity of margarine, low fat spreads and butter consumed
between 1981 and 2007. The quantities are measured in grams. Over the period 1981
to 2007 as a whole, there was 1. in the consumption of butter
and margarine and 2. in the consumption of low-fat spreads.
Butter was the most popular fat at the beginning of the period, and
consumption 3. of about 160 grams in 1986. After this, there
was 4. .
The consumption of margarine began lower than that for butter at 90 grams. Following
this, in 1991, it 5. that of butter for the first time, but after
1996 there was 6. in the amount consumed, which seemed

set to continue.
Low–fat spreads were introduced in 1996, and they saw 7. in
their consumption from that time, so that by about 2001 they
were 8. than either butter or margarine.
Clear

Score =
Correct answers:
Show/Hide full answer

IELTS Line Graph Worksheet - Full Answer

The graph shows the quantity of margarine, low fat spreads and butter consumed
between 1981 and 2007. The quantities are measured in grams. Over the period 1981
to 2007 as a whole, there was 1. a significant decrease in the consumption of butter
and margarine and a 2. a marked increase in the consumption of low fat-fat spreads.
Butter was the most popular fat at the beginning of the period, and
consumption 3. reached a peak of about 160 grams in 1986. After this, there was 4. a
sharp decline.
The consumption of margarine began lower than that for butter at 90 grams. Following
this, in 1991, it 5. Exceeded that of butter for the first time, but after 1996 there was 6. a
steady downward trend in the amount consumed, which seemed set to continue.
Low–fat spreads were introduced in 1996, and they saw 7. a significant rise in their
consumption from that time, so that by about 2001 they were 8. More popular than
either butter or margarine.
IELTS Table Gap Fill Exercise
The table illustrates the proportion of monthly household income five European

countries spend on food and drink, housing, clothing and entertainment.
Proportion of household income five European countries spend on food and

drink, housing, clothing and entertainment.
Food and
Housing Clothing Entertainment
drink
France 25% 31% 7% 13%
Germany 22% 33% 15% 19%
UK 27% 37% 11% 11%
Turkey 36% 20% 12% 10%
Spain 31% 18% 8% 15%
Word choices:
it is evident that However shows a quarter on the largest
the remaining ranging between respectively while much less on

The table 1. the amount of household income that five countries
in Europe spend per month on four items. Overall, 2. all five

countries spend the majority of their income on food and drink and housing,
but 3. clothing and entertainment.

Housing is 4. expenditure item for France, Germany and the UK,
with all of them spending around one 5. third of their income on this, at 30%, 33% and
37%, . In contrast, they spend around 6.
food and drink. 7. , this pattern is reversed for Turkey and Spain,
who spend around a fifth of their income on housing, but approximately one third on
food and drink.
All five countries spend much less on 8. two items. Regarding
clothes, France and Spain spend the least, at less than 10%, 9.
the other three countries spend around the same amount, 10.

12% and 15%. At 19%, Germany spends the most on entertainment, whereas UK and
Turkey spend approximately half this amount, with France and Spain between the two.
Clear

Score =
Correct answers:
Show / Hide a model answer:
Proportion of household income five European countries spend on food and

drink, housing, clothing and entertainment.
Food and
Housing Clothing Entertainment
drink
France 25% 31% 7% 13%
Germany 22% 33% 15% 19%
UK 27% 37% 11% 11%
Turkey 36% 20% 12% 10%
Spain 31% 18% 8% 15%
The table 1. Shows the amount of household income that five countries in Europe

spend per month on four items. Overall, 2. It is evident that all five countries spend the
majority of their income on food and drink and housing, but 3. Much less on clothing
and entertainment.
Housing is 4. The largest expenditure item for France, Germany and the UK, with all of
them spending around one third of their income on this, at 30%, 33% and
37%, 5. Respectively. In contrast, they spend around 6. A quarter on food and
drink. 7. However, this pattern is reversed for Turkey and Spain, who spend around a
fifth of their income on housing, but approximately one third on food and drink.
All five countries spend much less on 8. The remaining two items. Regarding clothing,
France and Spain spend the least, at less than 10%, 9. While the other three countries
spend around the same amount, 10. Ranging between 12% and 15%. At 19%,
Germany spends the most on entertainment, whereas UK and Turkey spend
approximately half this amount, with France and Spain between the two.
IELTS Task 1 Process

This is another example of an IELTS task 1 process.
This is a fairly simple example so it is good if you are new to processes. In the actual
test it is likely to be a bit more difficult.
The important things to remember when you write about a process are:
1. Use the passive

2. Use time connectors
3. Change the word forms of the vocabulary given in the process diagram
IELTS Process - Chocolate Production
The illustrations show how chocolate is produced.
IELTS Task 1 Process - Model Answer

The diagram explains the process for the making of chocolate. There are a total of ten
stages in the process, beginning with the growing of the pods on the cacao trees and
culminating in the production of the chocolate.
To begin, the cocoa comes from the cacao tree, which is grown in the South American
and African continents and the country of Indonesia. Once the pods are ripe and red,
they are harvested and the white cocoa beans are removed. Following a period of
fermentation, they are then laid out on a large tray so they can dry under the sun. Next,
they are placed into large sacks and delivered to the factory. They are then roasted at a
temperature of 350 degrees, after which the beans are crushed and separated from
their outer shell. In the final stage, this inner part that is left is pressed and the chocolate
is produced.
IELTS Process - Tea Production

The diagram shows how tea leaves are processed into five tea types.

IELTS process writing sample answer
The diagram presents the manufacture of five different types of tea. It is immediately
apparent that although all the teas are produced from the same leaf, the differences in
the manufacturing process result in five different types of tea.
The first three stages of manufacture are the same for all of the five teas. The leaves
are grown, they are then plucked, and following this withering of the leaves occures.
The final stage is also the same, which sees all the leaves dried in an oven. However, in
the stages in between this, differing methods of production are employed.
To begin, white tea is unique as it involves no other processing. In contrast, green,

oolong and large leaf black tea are all rolled as part of the process. However, while
green tea is steamed before being rolled but is not fermented, the other two teas are
first rolled and then both fermented (oolong only slightly but large leaf black completely).
Finally, small leaf black tea is neither steamed nor rolled, but is crushed before being
fully fermented.
IELTS Map - Writing Task 1

Below is a map of the city of Brandfield. City planners have decided to build a
new shopping mall for the area, and two sites, S1 and S2 have been proposed.
Map of Brandfield with two proposed sites for a shopping mall

Model Answer
The map illustrates plans for two possible sites for a shopping mall in the city of
Bradfield. It can be seen that the two sites under consideration are in the north and the
south east of the town.
The first possible site for the shopping mall, S1, is just north of the city Centre, above
the railway line, which runs from the south east of the city to the North West. If it is built
here, it will be next to a large housing estate, thus providing easy access for those living
on the estate and in the city Centre. It will also be next to the river, which runs through
the town.
The site in the south east, S2, is again just by the railway line and fairly close to the city
Centre, but it is near to an industrial estate rather than housing.
There is a main road that runs through the city and is close to both sites, thus providing
good road access to either location. A large golf course and park in the west of the town
prevents this area from being available as a site.
IELTS Map - Tourist Facilities
The two maps show an island, before and after the construction of some tourist
facilities.
The two maps show the same island. The first one is before and the second one is after
the construction for tourism.
First looking at the before construction one, we can see a huge bare island with some
sporadic plantation on the east side and few plantation on the west side. Also, the
beach is on the west side of the island. The total length of the island is approx. 250
meters.
Now looking at the second map. We can see remarkably significant changes all around
the island. A lot of accommodation units are built on the island, few on the western side
near the beach and few in the center of the island. All the units on either area are
conjoined together by a footpath.one footpath connecting the western accommodation
area leads to the beach; tourist can swim near the beach. Furthermore, between the
two accommodation areas, there is a restaurant in the south and a reception block in
the center surrounded by a vehicle track conjoining the restaurant with it. This track also
leads down to the pier where tourist can go sailing in the south sea.
Overall, comparing the two maps, a significant change can be seen after this
development. Not only a lot of facilities are built for the tourist but also the sea is used
for activities that may attract a lot of tourist from all around the world.
SAMPLE 2
The two maps compare the situations at an island pre and post the construction of some
facilities which can be used for tourist purpose.
Overall, it can be seen that the island underwent a tremendous amount of transformation in
order to be recognized as a tourist spot. Connectivity with and within the island was greatly
improved while keeping the plantation intact.
Earlier, the island had no shelter or any type of options for an overnight stay. The island had
some Banyan trees distributed across the spread. The beach was located on the west side
of the island. Any kind of modes of transport was missing on the island.
After it has been decided to develop the island as an attraction, a pier was built in order to
anchor the ships and boats which help people to commute from the mainland. The pier was
connected with vehicle tracks to travel towards the reception building in the center of the
island and the restaurant which was built in the north. The reception area was linked with
footpaths on the east as well as the west side where houses were grouped in a circular
pattern. In total, 15 houses were erected to accommodate the visitors. The western side of
the colony now has an extended footpath which leads straight to the beach. The Banyan
trees that were present before the construction of these facilities were left untouched.
IELTS Table - Consumer Spending on

Different Items
by Spark

The table gives information on consumer spending on different items in five
different countries in 2002
***
The table statistically illustrates the proportion of people's expenses for various items in
different countries of Europe i.e Ireland, Spain, Sweden and Turkey in the year 2002. It
can be clearly seen that the national consumer expenditure on food items and
education is highest in Turkey and lowest in Sweden and Spain respectively.
All of these countries prefer spending most of their income on edibles, drinks and on
smoking. A moderate amount is spent on clothing and footwear articles while an even
lesser amount is spent on recreational activities and education.
Food, drinks and tobacco consumption is 32.14% in Turkey which is twice the amount
spent by Italy (16.36%), and is followed by Ireland with a 28.91% expenditure. Spain
and Sweden are relatively close to Italy with 18.80% and 15.77% respectively.
Italy's consumer expenditure on clothing is 9% while it is quite less in the other

countries.
Recreational activities and education are comparatively considered important in Italy

(4.35%) with the trend decreasing to almost 2% in Spain.
After analyzing these facts, it can be concluded that people of Turkey are most
concerned about their health and education while Italy invests most on fashion industry.

IELTS Writing Task 1

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IELTS Writing Task 1

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How do I answer an IELTS writing task 1?

You should spend about 20 minutes on this task.

Write at least 150 words.

1. Introduce the graph

1) Introduce the Graph

Here is an example for the above line graph:

3) Give the Detail

To do this you need to identify any similarities and differences.

Here is an example of the first paragraph:

The second body then focuses on the other foods:

Full Model Answer:

Lessons, Tips and Strategies

This sample IELTS task 1 line graph is divided up into age groups.

You should spend about 20 minutes on this task.

Write at least 150 words.

Model Answer 2 - Organizing by Age Groups

A graph in the future

Take a look at the line graph below.

1. What is the timeframe?

IELTS Line Graph - UK Fast Food

IELTS Line Graph - Australian Fast Food

Comments for IELTS Line Graph -

1. Lack a clear overview

Gross Domestic Product in the UK

Write at least 150 words.

You should spend about 20 minutes on this task.

Write at least 150 words.

You should spend about 20 minutes on this task.

Write at least 150 words.

You should spend about 20 minutes on this task.

Write at least 150 words.

Revenue Sources and Expenditures of a USA Charity in one year, 2016.

Sample Pie Chart - Model Answer

As you will see, it runs from 2012 until 2022.

Graph in the Future - Model answer

Write at least 150 words.

Borrowings, on the other hand, are expected to show considerable

Comments for IELTS Line Graph - Fast

IELTS Line Graph - Fast Food Consumption

The graph illustrates the changes of Consumption of Fast

To begin in the early of 1975, the number of times of fish

Consuming Fast Food

Write at least 150 words.

Fast Food Consumption

Pie and Line Graph - Spending on

Please check it and give me honest feedback!

Thank you very much!

Bar Chart Exercise

Bar Chart Gap Fill

Write at least 150 words.

Place the correct word in the gap

The 1. information on the quantity of drugs 2. in New

morphine 9. but girls 10.

On the other hand, the 11. amphetamines and

solvents 12. for both boys and girls at 2% and 3% for girls

Finally, boys and girls take cocaine 15. , 4%.

Bar Chart Exercise - Answer

The 1. bar chart illustrates information on the quantity of drugs 2. school children in

On the other hand, the 11. percentages for amphetamines and solvents 12. are

Write at least 150 words.

to 2007 as a whole, there was 1. in the consumption of butter

and margarine and 2. in the consumption of low-fat spreads.

consumption 3. of about 160 grams in 1986. After this, there

1996 there was 6. in the amount consumed, which seemed