WEEK 1 READING & WRITING

I/ READING – KEY WORDS & GAP FILL:

• 40 câu hỏi - 3 bài đọc - 1 tiếng. Độ khó tăng dần từ bài 1 đến bài 3. Tất cả các đáp án
chắc chắn sẽ có trong bài.

• Độ khó giữa các bài đọc RẤT CHÊNH LỆCH nhau. Nếu muốn đạt được 5.0 thì phải
đúng hơn 25 câu, tức phải làm đúng tất cả câu hỏi của 2 bài đầu và vài câu bài 3.

• Các bài đọc ĐẶC BIỆT DÀI, với mỗi bài có thể dài 1-2 trang A4. Vậy nên, việc đọc hết
3 bài và trả lời 40 câu gần như là BẤT KHẢ THI. => Đọc lướt, phân bổ thời gian khác
nhau cho 3 bài đọc, gạch chân keywords trong câu hỏi để chỉ phải tìm ý chính.

PASSAGE 1 (Dễ) - 10~15 phút

Không có từ khó và câu hỏi không hóc búa hay paraphrase nhiều => Đọc lướt, dựa
vào keywords từ câu hỏi.

1. Đọc tiêu đề bài để xác định sơ khái nội dung bài.

2. Xem câu hỏi và gạch chân keywords trong câu hỏi trước, ưu tiên những keywords
dễ nhận biết như năm hoặc danh từ riêng.
3. Đối với dạng bài TRUE, FALSE, NOT GIVEN cần lưu ý không viết tắt T, F, hay
NG. Từ cần điền là YES – NO – NOT GIVEN hay TRUE – FALSE – NOT GIVEN.
II/ WRITING – WRITING TASK 1:
• 2 bài viết: Task 1 (ít nhất 150 từ) là viết bài giải biều đồ và Task 2 (ít nhất 250 từ)
là viết văn nghị luận về một vấn đề xã hội.
• Cách tính điểm tổng: (Task 1 + Task 2 x 2)/ 3
• Thời gian: 60 phút, Task 1 - 20 phút và Task 2 - 40 phút. Tuyệt đối không dành
quá nhiều thời gian cho task 1 vì task 2 gấp đôi điểm task 1.
• Ngay lập tức chuyển qua kết bài khi sắp hết giờ vì điều quan trọng nhất là đủ bố
cục.

CẤU TRÚC WRITING TASK 1

• MỞ BÀI: Paraphrase đề bài.

Ví dụ: The graph below shows the number of people in the USA from 1999 to 2009.
= The pie chart illustrates the figure for Americans over a ten-year period, from 1999 to
2009.

• OVERVIEW: Khái quát về xu hướng chung (tăng/ giảm chung của các mục theo
thời gian như thế nào, những category nào chiếm đa số, ...) và những đặc điểm
nổi bật (Điểm có số liệu cao nhất, các mẫu có xu hướng trái ngược nhau, ...) về
biểu đồ. Không để số liệu chi tiết chi tiết vào phần này, chỉ đề cập một cách
chung chung. Thường có khoảng 2 đến 3 câu.
Ví dụ: Overall, in both years, the most significant sources of energy were gas and coal,
which together accounted for over half the production of energy, while nuclear and other
kinds of energy sources generated the least amount of energy in France. In all types of
energy production there was only minimal change over the 10 year period.

• THÂN BÀI: Gồm hai đoạn, miêu tả chi tiết số liệu, năm, và so sánh giữa các mẫu.
Phân chia các mẫu với đặc điểm chung vào một đoạn.
Ví dụ:
Energy produced by coal comprised of 29.80% in the first year and this showed only a
very slight increase of about a mere 1 % to 30.9% in 2005. Likewise, in 1995, gas
generated 29.63% which rose marginally to 30.1% 10 years later.

With regards to the remaining methods of producing energy, there was an approximate
5% growth in production from both nuclear power and other sources to 10.10% and
9.10% respectively. Petrol, on the other hand, was the only source of energy which
decreased in production from 29.27% in 1995 to around a fifth (19.55%) in 2005.

=> Đoạn đầu miêu tả 2 nguồn năng lượng Coal và Gas, vì 2 mục này có điểm chung là
đều chiếm một phần rất lớn trong biêủ đồ, tổng cả 2 mục chiếm qúa bán. Đoạn còn lại
bao gồm các nguồn năng lượng có điểm chung là yếu thế hơn, và Petro đi ngược lại
xu hướng tăng trưởng với các mục khác.

III/ HOMEWORK:
Unit 1: Exercise 1

Read the information. Then match the general descriptions of the Reading
passages with the passage headings.

a description of another culture

a description of how something is getting better or worse
a discussion of the effect that something has on something else
an explanation of what someone needs to do
an explanation of how one section of society is helping to bring about
positive change
an explanation of when something began and how it has developed

1. The changing fortunes of Antarctic penguins

__________________________________________________________
2. The history of chocolate
__________________________________________________________
3. What does it take to become an astronaut?
__________________________________________________________
4. Matariki celebration
__________________________________________________________
5. How young volunteers are making a difference
__________________________________________________________
6. How birth order might affect a child’s personality
__________________________________________________________

Unit 1: Exercise 2
Read the heading and the subheading from a Reading passage.

The changing fortunes of Antarctic penguins

Robert Gates explains how climate change has started to affect the natural
habitat of the Adélie penguin

Think about the kinds of information that may be included in the passage.
Then read the statements below and decide whether they are likely or unlikely
to appear in the Reading passage.

A. increased or decreased
o Likely
o Unlikely
B. An explanation of the best places to see penguins around the world.
o Likely
o Unlikely
C. A discussion of why one species of penguin is doing better or worse than
others.
o Likely
o Unlikely
D. An explanation of when people first discovered penguins and how these
animals caught the imagination of people around the world.
o Likely
o Unlikely
E. A discussion of how global warming has affected the environment in which
one species of penguin lives.
o Likely
o Unlikely

Unit 1: Exercise 3
Read the information. Then read the first sentence of each paragraph (1–4)
from the Reading passage. What is each paragraph about? Choose the
correct answers.

The changing fortunes of Antarctic penguins

Robert Gates explains how climate change has started to affect the natural
habitat of the Adélie penguin

A. The effects of climate change are complex, with scientists constantly

trying to understand how ecosystems are affected. …
B. Over the last five years, scientists have been examining the
populations of different types of penguin that inhabit the Antarctic
continent. …
C. Scientists say there are two main reasons for the population decline in
this part of Ross Island. …
D. Elsewhere on Ross Island, in contrast to McMurdo Sound, the
situation is more encouraging. …

1. The first paragraph is an introduction to the whole Reading passage,

which is about …
o what experts have learnt about changes to the environment and
wildlife.
o whether or not climate change exists.
2. The second paragraph is about …
o what scientists want to know about penguins in the Antarctic.
o what scientists have already learnt about penguins in the Antarctic.
3. The third paragraph discusses …
o two explanations for fewer penguins.
o two things which should be done to prevent the decline of
penguins.
4. The fourth paragraph describes …
o a place where penguin numbers are less worrying.
o why we shouldn’t be worried about penguins.

Unit 1: Exercise 4

Read the information. Spend two to three minutes getting a general idea of
each paragraph in the passage. Then choose the correct answers.

The changing fortunes of Antarctic penguins

Robert Gates explains how climate change has started to affect the natural
habitat of the Adélie penguin

A. The effects of climate change are complex, with scientists constantly trying
to understand how ecosystems are affected. Nowhere is this more so than in
the Antarctic – a place where no humans live permanently, but which
nevertheless is undergoing change due to human interference.

B. Over the last five years, scientists have been examining the populations of
different types of penguin that inhabit the Antarctic continent. In particular,
they have been looking at penguins living on Ross Island – a huge island
connected to the Antarctic mainland by a permanent sheet of ice, and formed
from four large volcanoes, one of which is still active. On the western side of
Ross Island is Cape Royds, home to a colony of Adélie penguins. In 2000,
there were estimated to be about 4,000 Adélie nests, but a survey carried out
in the last few months found that the number had fallen to 2,100.

C. Scientists say there are two main reasons for the population decline in this
part of Ross Island. Firstly, Adélies cannot lay their eggs directly onto ice or
snow. However, the average winter air temperature of the area has risen in
the past half century. This causes more snow to fall, which buries the rocks on
which Adélie penguins would typically construct their nests. Secondly, after a
female Adélie lays her egg, she walks to the sea in search of food, while the
male remains behind to hatch the egg. As soon as the female reaches an
area of open sea, she will dive into the water and start feeding. When the
female returns with fish for the penguin chick to eat, the hungry male also
hurries off to reach the sea. In previous centuries, the walk would have been
relatively short, between 15 and 20 kilometres. But in 2000, a large iceberg
blocked the mouth of McMurdo Sound, where many Adélie penguins went to
find food. At the same time, the ice in the bay at Cape Royds failed to break
up as it had done in the past. This meant the Adélies then had to walk much
further over the ice – often up to 75 kilometres – before they could reach the
ocean. The result was often that the parent waiting on the nest became too
hungry to wait any longer, and the eggs were abandoned.

D. Elsewhere on Ross Island, in contrast to McMurdo Sound, the situation is

more encouraging. At Cape Crozier, Adélie penguins are thriving. The colony
is now thought to have an estimated 230,000 breeding pairs, an upturn of
20% over the last three decades. Penguins nesting on this part of Ross Island
may actually be benefitting from human activity, scientists suspect. In 1996, a
fishing company opened near the area, and started fishing for vast quantities
of Chilean sea bass – otherwise known as the Patagonian toothfish. As both
the Adélies and the sea bass eat silverfish, competition for this food source
has now been dramatically reduced, and this may partly explain why penguin
numbers have risen at Cape Crozier.

E. However, it isn’t fish, but krill – tiny, shrimp-like creatures that live just
below the pieces of ice that float on the sea – that form the largest part of an
Adélie’s diet. Unfortunately, krill numbers are also declining rapidly. Dr So
Kawaguchi, a biologist working for the Australian government’s
Antarctic Division, suspects he knows the main reason behind this. He
accepts that commercial fishing is partly responsible for huge amounts of krill
being removed from the sea, but he points to rising levels of carbon dioxide as
the chief cause. It is this which is making the waters of the Antarctic more
acidic, in turn preventing the krill eggs from hatching. Diminishing levels of krill
not only means less food for penguins. Digesting up to 40 million of these tiny
animals per day, most whales depend on them for survival, too. Also, thanks
to their more diverse diet, Gentoo penguins, a species which eats squid and
small crab-like creatures as well as krill, have hardly been affected by this
situation. In fact, their numbers appear to be on the rise. Other species, such
as the Chinstrap and Emperor penguins, however, have the same narrow diet
as Adélies.

F. Scientists are now concerned that Adélie penguins will be forced to move
further south in search of more suitable breeding and feeding locations. A
team made up of researchers from Stanford University, USA, and the British
Antarctic Survey have recently used geolocation sensors attached to a
number of penguins to track them in order to better understand their patterns
of migration. They know that Adélie penguins leave their nesting areas in
February to begin the slow march north to avoid the darkest time of the year.
Around 480 kilometres from completely open water, they stop on the floating
sea ice to spend time feeding and increase their body weight. They then turn
around, and march back to the nesting areas – a journey of about 13,000
kilometres in total. Scientists also know that Adélies have never lived further
south of Cape Royd, and suspect that this is because they need light in order
to navigate and search for food. It also allows them to spot such predators as
the skua – a large bird that can easily kill young penguins. So, will the Adélies
be able to adapt, move further south, and live in a darker environment?
Scientists doubt that this kind of evolutionary change can happen in a short
time.

1. In paragraph A/B/C/D/E/F, you can find information about where Adélie

penguins lay their eggs.
2. Paragraph A/B/C/D/E/F gives information about why there is less food for
Adélie penguins to eat.
3. In paragraph A/B/C/D/E/F, you can find information about how many
penguin nests are on Ross Island.
4. You can find some opinions about what Adélie penguins might need to do
to survive in the future in paragraph A/B/C/D/E/F.
5. Paragraph A/B/C/D/E/F explains why one population of Adélie penguins
has increased.
6. The introduction to the Reading passage is in paragraph A/B/C/D/E/F .

Unit 1: Exercise 5
Read the information. Then read the questions. Where can you find the
information in the passage to answer the questions? Choose the correct
paragraphs.

The changing fortunes of Antarctic penguins

Robert Gates explains how climate change has started to affect the natural
habitat of the Adélie penguin

A. The effects of climate change are complex, with scientists constantly trying
to understand how ecosystems are affected. Nowhere is this more so than in
the Antarctic – a place where no humans live permanently, but which
nevertheless is undergoing change due to human interference.

B. Over the last five years, scientists have been examining the populations of
different types of penguin that inhabit the Antarctic continent. In particular,
they have been looking at penguins living on Ross Island – a huge island
connected to the Antarctic mainland by a permanent sheet of ice, and formed
from four large volcanoes, one of which is still active. On the western side of
Ross Island is Cape Royds, home to a colony of Adélie penguins. In 2000,
there were estimated to be about 4,000 Adélie nests, but a survey carried out
in the last few months found that the number had fallen to 2,100.

C. Scientists say there are two main reasons for the population decline in this
part of Ross Island. Firstly, Adélies cannot lay their eggs directly onto ice or
snow. However, the average winter air temperature of the area has risen in
the past half century. This causes more snow to fall, which buries the rocks on
which Adélie penguins would typically construct their nests. Secondly, after a
female Adélie lays her egg, she walks to the sea in search of food, while the
male remains behind to hatch the egg. As soon as the female reaches an
area of open sea, she will dive into the water and start feeding. When the
female returns with fish for the penguin chick to eat, the hungry male also
hurries off to reach the sea. In previous centuries, the walk would have been
relatively short, between 15 and 20 kilometres. But in 2000, a large iceberg
blocked the mouth of McMurdo Sound, where many Adélie penguins went to
find food. At the same time, the ice in the bay at Cape Royds failed to break
up as it had done in the past. This meant the Adélies then had to walk much
further over the ice – often up to 75 kilometres – before they could reach the
ocean. The result was often that the parent waiting on the nest became too
hungry to wait any longer, and the eggs were abandoned.

D. Elsewhere on Ross Island, in contrast to McMurdo Sound, the situation is

more encouraging. At Cape Crozier, Adélie penguins are thriving. The colony
is now thought to have an estimated 230,000 breeding pairs, an upturn of
20% over the last three decades. Penguins nesting on this part of Ross Island
may actually be benefitting from human activity, scientists suspect. In 1996, a
fishing company opened near the area, and started fishing for vast quantities
of Chilean sea bass – otherwise known as the Patagonian toothfish. As both
the Adélies and the sea bass eat silverfish, competition for this food source
has now been dramatically reduced, and this may partly explain why penguin
numbers have risen at Cape Crozier.

1. What geographical features have created the land of Ross Island?

A/B/C/D
2. How many Adélie penguin nests were counted at Cape Royds? A/B/C/D
3. On what type of surface do Adélie penguins usually choose to build their
nests? A/B/C/D
4. What has, in the past, prevented penguins from reaching the open sea in
the McMurdo Sound? A/B/C/D
5. Approximately, what distance did Adélie penguins then have to walk to
reach the sea? A/B/C/D

Unit 1: Exercise 6

Answer the questions below. Choose NO MORE THAN TWO WORDS

AND/OR A NUMBER from the passage for each answer. Write your answers.

The changing fortunes of Antarctic penguins

Robert Gates explains how climate change has started to affect the natural
habitat of the Adélie penguin

A. The effects of climate change are complex, with scientists constantly trying
to understand how ecosystems are affected. Nowhere is this more so than in
the Antarctic – a place where no humans live permanently, but which
nevertheless is undergoing change due to human interference.

B. Over the last five years, scientists have been examining the populations of
different types of penguin that inhabit the Antarctic continent. In particular,
they have been looking at penguins living on Ross Island – a huge island
connected to the Antarctic mainland by a permanent sheet of ice, and formed
from four large volcanoes, one of which is still active. On the western side of
Ross Island is Cape Royds, home to a colony of Adélie penguins. In 2000,
there were estimated to be about 4,000 Adélie nests, but a survey carried out
in the last few months found that the number had fallen to 2,100.

C. Scientists say there are two main reasons for the population decline in this
part of Ross Island. Firstly, Adélies cannot lay their eggs directly onto ice or
snow. However, the average winter air temperature of the area has risen in
the past half century. This causes more snow to fall, which buries the rocks on
which Adélie penguins would typically construct their nests. Secondly, after a
female Adélie lays her egg, she walks to the sea in search of food, while the
male remains behind to hatch the egg. As soon as the female reaches an
area of open sea, she will dive into the water and start feeding. When the
female returns with fish for the penguin chick to eat, the hungry male also
hurries off to reach the sea. In previous centuries, the walk would have been
relatively short, between 15 and 20 kilometres. But in 2000, a large iceberg
blocked the mouth of McMurdo Sound, where many Adélie penguins went to
find food. At the same time, the ice in the bay at Cape Royds failed to break
up as it had done in the past. This meant the Adélies then had to walk much
further over the ice – often up to 75 kilometres – before they could reach the
ocean. The result was often that the parent waiting on the nest became too
hungry to wait any longer, and the eggs were abandoned.

D. Elsewhere on Ross Island, in contrast to McMurdo Sound, the situation is

more encouraging. At Cape Crozier, Adélie penguins are thriving. The colony
is now thought to have an estimated 230,000 breeding pairs, an upturn of
20% over the last three decades. Penguins nesting on this part of Ross Island
may actually be benefitting from human activity, scientists suspect. In 1996, a
fishing company opened near the area, and started fishing for vast quantities
of Chilean sea bass – otherwise known as the Patagonian toothfish. As both
the Adélies and the sea bass eat silverfish, competition for this food source
has now been dramatically reduced, and this may partly explain why penguin
numbers have risen at Cape Crozier.

1. What geographical features have created the land of Ross Island?_____

2. How many Adélie penguin nests were counted at Cape Royds?_______
3. On what type of surface do Adélie penguins usually choose to build their
nests? ___________
4. What has, in the past, prevented penguins from reaching the open sea in
the McMurdo Sound?___________
5. Approximately, what distance did Adélie penguins then have to travel to
get to the sea? ___________

Unit 1: Exercise 7

Read the information and then read questions 6–13. Match the types of
information you will need to look for in the Reading passage with the
questions.

Questions 6–13
6. The Adélie penguin population has increased in the part of Ross Island
known as _______.
7. Both Adélie penguins and the Chilean sea bass feed on _______.
8. Dr Kawaguchi believes that an increase in _______ is the main reason for
declining numbers of krill.
9. Not only penguins, but also _______ will be affected by smaller krill
populations.
10. The _______ species of penguins have more variety in their diet than
other penguins.
11. British and American scientists have used special equipment to find out
more about penguin _______.
12. The British-American team know that it is in _______ that the penguins
begin to walk in a northerly direction.
13. It is now thought by the British-American team that penguins require
_______ to help them avoid threats and to find food.

a month or season a specific location on Ross Island a type of penguin

another animal living in Antarctica something eaten by Adélie penguins
and the Chilean sea bass something that has been increasing something
that penguins do something that penguins need to survive

6.
7.
8.
9.
10.
11.
12.
13.

Unit 1: Exercise 8

Complete the sentences below. Choose NO MORE THAN TWO WORDS

from the passage for each answer.

Elsewhere on Ross Island, in contrast to McMurdo Sound, the situation is

more encouraging. At Cape Crozier, Adélie penguins are thriving. The colony
is now thought to have an estimated 230,000 breeding pairs, an upturn of
20% over the last three decades. Penguins nesting on this part of Ross Island
may actually be benefitting from human activity, scientists suspect. In 1996, a
fishing company opened near the area, and started fishing for vast quantities
of Chilean sea bass – otherwise known as the Patagonian toothfish. As both
the Adélies and the sea bass eat silverfish, competition for this food source
has now been dramatically reduced, and this may partly explain why penguin
numbers have risen at Cape Crozier.

However, it isn’t fish, but krill – tiny, shrimp-like creatures that live just below
the pieces of ice that float on the sea – that form the largest part of an Adélie’s
diet. Unfortunately, krill numbers are also declining rapidly. Dr So Kawaguchi,
a biologist working for the Australian government’s Antarctic Division,
suspects he knows the main reason behind this. He accepts that commercial
fishing is partly responsible for huge amounts of krill being removed from the
sea, but he points to rising levels of carbon dioxide as the chief cause. It is
this which is making the waters of the Antarctic more acidic, in turn preventing
the krill eggs from hatching. Diminishing levels of krill not only mean less food
for penguins. Digesting up to 40 million of these tiny animals per day, most
whales depend on them for survival, too. Also, thanks to their more diverse
diet, Gentoo penguins, a species which eats squid and small crab-like
creatures as well as krill, have hardly been affected by this situation. In fact,
their numbers appear to be on the rise. Other species, such as the Chinstrap
and Emperor penguins, however, have the same narrow diet as Adélies.
Scientists are now concerned that Adélie penguins will be forced to move
further south in search of more suitable breeding and feeding locations. A
team made up of researchers from Stanford University, USA, and the British
Antarctic Survey have recently used geolocation sensors attached to a
number of penguins to track them in order to better understand their patterns
of migration. They know that Adélie penguins leave their nesting areas in
February to begin the slow march north to avoid the darkest time of the year.
Around 480 kilometres from completely open water, they stop on the floating
sea ice to spend time feeding and increase their body weight. They then turn
around, and march back to the nesting areas – a journey of about 13,000
kilometres in total. Scientists also know that Adélies have never lived further
south of Cape Royd, and suspect that this is because they need light in order
to navigate and search for food. It also allows them to spot such predators as
the skua – a large bird that can easily kill young penguins. So, will the Adélies
be able to adapt, move further south, and live in a darker environment?
Scientists doubt that this kind of evolutionary change can happen in a short
time.

14. The Adélie penguin population has increased in the part of Ross Island
known as __________________
15. Both Adélie penguins and the Chilean sea bass feed on ______
16. Dr Kawaguchi believes that an increase in ________________ is the
main reason for declining numbers of krill.
17. Not only penguins, but also ___________________ will be affected by
smaller krill populations.
18. The _____________ species of penguins have more variety in their diet
than other penguins.
19. British and American scientists have used special equipment to find out
more about penguin ____________ .
20. The British-American team know that it is in ______________ that the
penguins begin to walk in a northerly direction.
21. It is now thought by the British-American team that penguins require
_____________ to help them avoid threats and to find food.

Unit 1: Exercise 9
Read the information. Then match the words in the box from the Reading
passage with the phrases in bold in the questions which have a similar
meaning.

Adélie penguins are thriving diminishing diverse eat

geolocation sensors need rising levels of slow march north

6. The Adélie penguin population has increased in the part of Ross

Island known as Cape Crozier. __________________________
7. Both Adélie penguins and the Chilean sea bass feed on silverfish.
___________________________
8. Dr Kawaguchi believes that an increase in carbon dioxide is the main
reason for declining numbers of krill. ________________________________
9. Not only penguins, but also whales will be affected by smaller krill
populations._____________________________
10. The Gentoo species of penguins have more variety in their diet than
other penguins._______________________________
11. British and American scientists have used special equipment to find out
more about penguin migration.____________________________
12. The British-American team know that it is in February that the penguins
begin to walk in a northerly direction. _____________________________
13. It is now thought by the British-American team that penguins require light
to help them avoid threats and to find food. ___________________________
Unit 1: Exercise 10

Think about some of the skills you need when you approach the IELTS
Reading sentence completion test.
Complete the sentences about what you have learnt in this unit.

heading and subheading key words paragraph

whole passage words and phrases

1. Look quickly at the ______________ of the Reading passage, where

available. This will give you an idea of the general topic and purpose of the
passage.
2. Look quickly at the first few sentences of each ___________. This will
give you some idea of the main topics in the passage.
3. Read the questions carefully and decide what the _________________
are. This will help you find the correct information in the Reading passage.
4. The information in the Reading passage is often expressed differently
in the questions, using different __________________.
5. You don’t need to read the _______________________ in detail.
However, you do need to read certain sentences in detail, once you know
that they contain the information you need.
Unit 1: Exercise 1
How much do you already know about IELTS Writing Task 1?
Are the following statements True or False? Choose the correct answers.
1. You should spend 40 minutes on Task 1.
o True
o False
2. You will be asked to describe a chart, table, map or diagram.
o True
o False
3. You should include your opinions in the report.
o True
o False
4. You should write at least 150 words.
o True
o False
5. You must include every detail given in the information in your answer.
o True
o False

Unit 1: Exercise 2
In IELTS Writing Task 1, you may be asked to describe a bar chart. The opening
paragraph should include the following information:

 the type of chart or table

 what the information is about
 the date(s)
 the place(s)
 the unit(s) of measurement.

Look at the bar chart and the table. Sentences 1–4 are opening paragraphs taken
from four different reports. Read the paragraphs and decide if they contain all the
necessary information. Match the comments in the box with the paragraphs.
The bar chart and table show information about students from abroad
studying in four English-speaking countries in 2004 and 2012.

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

1. The bar chart shows the number of foreign students studying in the USA, the UK,
Australia and Canada, while the table shows foreign students as a percentage of
total student numbers in the countries.
______________________________________________

2. The bar chart shows the number of foreign students studying in four English-
speaking countries in the years 2004 and 2012, while the table shows foreign
students as a percentage of total student numbers in the countries.
______________________________________________
3. The bar chart shows the number of foreign students studying in English-
speaking countries in 2004 and 2012, while the table shows foreign students as
a percentage of total student numbers in the countries.
______________________________________________

4. The bar chart and the table show the changes in foreign student numbers
between 2004 and 2012 in the USA, the UK, Australia and Canada.
______________________________________________
Unit 1: Exercise 3
When describing charts and tables, we need to think about what information to
include and which paragraph to put the information in.

Choose the correct paragraph (A, B or C), for the statements (1–5).

A
The bar chart shows the number of foreign students studying in four English-
speaking countries in the years 2004 and 2012, while the table shows foreign
students as a percentage of total student numbers in the countries. We can see that
the overall trend is an increase in the number and percentage of international
students in most countries.

B
Starting with the number of students, the USA had the most foreign students, rising
from approximately 179,000 in 2004 to around 245,000 in 2012. The figures for
Australia and the UK were similar, increasing from around 120,000 to almost
200,000. Canada had a significantly lower number of overseas students than the
other countries, with about 41,000 in 2004 and approximately 61,000 in 2012.

C
Next, if we look at foreign students as a percentage of total student numbers, we can
see that percentages increased for all countries, with the exception of the USA. The
percentage of foreign students was highest in Australia at 24% of total student
numbers in 2012. In contrast, in the USA, the percentage of foreign students
remained stable at 2%, which was the lowest percentage of all four countries.

This paragraph ...

1. gives a summary of the most important information. ______

2. tells us about the important data (percentage) changes shown in the table.
______

3. describes what the bar chart and table are about and what information they
show. ______
4. includes the important data (numbers) from the bar chart. ______

5. tells us what type of chart is being described. ______

Unit 1: Exercise 4
In IELTS Writing Task 1, you need to decide what information is important. The key
information is:

 the main trend

 something which doesn’t follow a trend
 highs, lows and equal points.

Look at the sentences from the essay and choose the correct answers. More than
one answer may be possible.

1. The USA had the highest number of foreign students.

 the main trend
 something which doesn’t follow a trend
 highs, lows and equal points
2. Canada had significantly lower student numbers than the other countries with
around 41,000 in 2004 and approximately 61,000 in 2012.
 the main trend
 something which doesn’t follow a trend
 highs, lows and equal points
3. However, in the USA, the percentage of foreign students remained the same.
 the main trend
 something which doesn’t follow a trend
 highs, lows and equal points
 4. There was an increase in both the number, and percentage, of international
students in all but one of the countries.
 the main trend
 something which doesn’t follow a trend
 highs, lows and equal points
5. Foreign students, as a percentage of total student numbers, was highest in
Australia and lowest in the USA.
 the main trend
 something which doesn’t follow a trend
 highs, lows and equal points

Unit 1: Exercise 5
Look at the bar chart and table. Then read the statements and decide if they contain
key information or not. Choose Yes or No.

1. The USA had the highest number of foreign students. Yes/No

2. In Canada, foreign students, as a percentage of total student numbers, rose
between 2004 and 2012. Yes/No
3. The number of students increased in all the countries. Yes/No
4. The UK had the second lowest percentage of foreign students as a
percentage of total student numbers in 2004. Yes/No
5. However, in the USA, overseas students, as a percentage of total student
numbers, remained the same. Yes/No
6. The number of foreign students in Canada was much lower than in the other
countries. Yes/No
7. Foreign students, as a percentage of total student numbers, in Canada in
2012, was the second highest. Yes/No
 8. The numbers of foreign students in the UK and Australia were very similar.
Yes/No

Unit 1: Exercise 6
Look at the bar chart and table. Then read the statements and decide if they are
True or False.

1. The UK had the second highest number of foreign students in both years.
o True
o False
2. The number of foreign students in Canada rose by just under 50%.
o True
o False
3. There were over 80,000 more foreign students in the UK in 2012 than in 2004.
o True
o False
4. In the USA, foreign students, as a percentage of total student numbers, fell
during the period.
o True
o False
5. In Australia, foreign students, as a percentage of total student numbers, was
the highest of all countries in both years.
o True
o False
 6. In Canada, foreign students, as a percentage of total student numbers, was
the lowest in both years.
o True
o False

7. There were nearly 300,000 foreign students in the USA in 2012.

o True
o False
8. The rise in student numbers in the UK was approximately four times greater
than in Canada.
o True
o False

Unit 1: Exercise 7
It is important that you support the information with accurate numbers (data) when
completing IELTS Writing Task 1.

Look at the bar chart and table. Then put the numbers in the correct gaps to
complete the sentences.

120,000 2 24 245,000 61,000

1. The USA had the most foreign students, rising from approximately 179,000 in
2004 to around ___________ in 2012.
2. The percentage of foreign students in the USA was lowest of all countries during
both years, at ____________ %
3. The percentage of foreign students was highest in Australia at
______________ % of total student numbers in 2012.
4. Canada had the lowest number of overseas students in both years, with 41,000 in
2004 and approximately ___________ in 2012.
5. Student numbers in Australia and the UK were similar in 2004, at around ______ .

Unit 1: Exercise 8
Look at the bar chart and table. Then complete the report with the correct numbers in
the box (some numbers you can use more than once).

2% 200,000 2004 2012 41,000

The bar chart shows the number of foreign students studying in four English-
speaking countries in the years _____________ and _____________ , while the
table shows foreign students as a percentage of total student numbers in the
countries. We can see that the overall trend is an increase in both the number and
percentage of international students in most countries.
Starting with the number of students, the USA had the most foreign students, rising
from approximately 179,000 in ____________ to around 245,000 in
_____________ . The figures for Australia and the UK were similar, increasing from
around 120,000 to almost _________________ . Canada had a significantly lower
number of overseas students than the other countries, with about _____________
in 2004 and approximately 61,000 in 2012.

Next, if we look at the percentage of foreign students, we can see that percentages
increased for all countries, with the exception of the USA. The percentage of foreign
students was highest in Australia at 24% of total student numbers in 2012. In the
USA, the percentage of foreign students remained stable at _______________ ,
which was the lowest percentage of all four countries.

Unit 1: Exercise 9
Look at the IELTS Writing Task 1 question.

The chart gives information on the percentage of women going into higher
education in five countries for the years 1970 and 2005.

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

Then read the statements below and decide which points need to be included in your
report. Choose the correct answers.
1. The UK figure was 60% in 2005.
o Yes
o No
2. In Germany, the percentage increased from 50% to 55%.
o Yes
o No
3. The percentage of women studying in the UK rose from approximately 35% to
60%.
o Yes
o No
4. The overall proportion of women in higher education increased in all five
countries.
o Yes
o No
5. The percentage of women studying in higher education in Japan doubled.
o Yes
o No
6. The percentage of women studying in the USA rose from 40% to 55%.
o Yes
o No
7. In 2005, 40% of female school-leavers didn’t go into higher education in
Canada.
o Yes
o No
8. Changes were a result of wider social changes.
o Yes
o No
9. Canada’s percentage was the same in both years.
o Yes
o No
10. Canada had the highest percentage in both years.
o Yes
o No
Mindset for IELTS Level 2 Skills Modules

Unit 1: Writing Exercise 10

WRITING TASK 1

You should spend about 20 minutes on this task.

The chart gives information on the percentage of women going into higher
education in five countries for the years 1970 and 2005.

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

Write at least 150 words.

This model answer has been prepared by an examiner as a very good answer.
However, please note that this is just one answer out of many possible
approaches.

The bar chart shows the percentage of females entering higher education in
the years 1970 and 2005. The chart shows the percentages in five countries,
the UK, the USA, Canada, Japan and Germany. Overall, the proportion of
women in higher education increased in the five countries.

In general, there were more female students in 2005 than in 1970, with more
than half of women in higher education in all of the countries apart from
Japan. In four of the countries, the percentage of women going into higher
education rose.

The most dramatic change was in Japan, where the percentage doubled from
20% to 40%. The smallest change was seen in Germany, where the number
increased only from 50% to 55%. The only country in which there was not an
increase was Canada. Although the percentage of Canadian women going into
higher education remained the same at 60%, this was the highest in 1970 and
equal highest with the UK in 2005.

(161 Words)