Booster 2 Writing Coursebook 1

IELTS FOCUS
BOOSTER 2 – WRITING (1-1)

References
Archer, G., & Wijayatilake, C. (2017). Mindset for IELTS Level 3 Student's book. Cambridge: Cambridge
University Press.
Corcoran, S. (n.d.). IELTS Simon. Retrieved from ielts-simon.com
McCarter, S. (2010). Ready for IELTS: Coursebook. Macmillan.
Mitchell, T. (2016). IELTS Writing for Success - Academic Module. Ho Chi Minh city: Nhan Tri Viet.
Contents
PART 1: WRITING TASK 1 ...........................................................................................................................................3
MODULE 1: UNDERSTANDING TASK 1....................................................................................................................4
MODULE 2: TIMELINE GRAPHS (1) ....................................................................................................................... 16
MODULE 3: TIMELINE GRAPHS (2) ....................................................................................................................... 28
MODULE 4: COMPARISON CHARTS (1) ................................................................................................................ 35
MODULE 5: COMPARISON CHARTS (2) ................................................................................................................ 43
MODULE 6: DIAGRAMS (1): MAPS ......................................................................................................................... 49
MODULE 7: DIAGRAMS (2): PROCESSES.............................................................................................................. 60
PRACTICE 1: TIMELINE GRAPHS............................................................................................................................ 65
PRACTICE 2: COMPARISON CHARTS .................................................................................................................... 69
PRACTICE 3: MAPS...................................................................................................................................................... 72
PRACTICE 4: PROCESSES .......................................................................................................................................... 76
PART 2: WRITING TASK 2 ........................................................................................................................................ 80
MODULE 1: UNDERSTANDING TASK 2................................................................................................................. 81
MODULE 2: “DISCUSS BOTH VIEWS” ESSAYS ..................................................................................................... 89
MODULE 3: ‘AGREE OR DISAGREE’ ESSAYS ........................................................................................................ 97
MODULE 4: ‘PROS AND CONS’ ESSAYS............................................................................................................... 103
MODULE 5: ‘CAUSES-PROBLEMS-SOLUTIONS’ ESSAYS ............................................................................... 109
MODULE 6: ‘2-PART QUESTIONS’ ESSAYS ....................................................................................................... 115
TOPICAL WRITING 1: FITNESS AND HEALTH................................................................................................. 121
TOPICAL WRITING 2: CRIMES.............................................................................................................................. 124
TOPICAL WRITING 3: CHILDREN AND FAMILIES .......................................................................................... 126
TOPICAL WRITING 4: EDUCATION AND SCHOOLS ....................................................................................... 129
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Part 1
WRITING TASK 1
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Module 1
UNDERSTANDING TASK 1
After this lesson, I am able to…
 understand how IELTS writing task 1 is tested
 write a good introduction and overview
UNDERSTANDING THE TASK
1. Label the following graphs with their appropriate names.
bar chart – line graph – pie chart – map – process – table
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We can further classify the charts and graphs into 2 major groups, each of which can be further
divided into sub-groups:
Writing Task
1
Graphs Diagrams
Sequencing Description
Timeline Comparison
(Process) (Map)
multi pair group

1-category
categories comparison comparison
Facts and tips:
 You are supposed to spend 20 minutes

for task 1.
 Writing Task 1 cost fewer points than
Writing Task 2. However, do the easier
task first!
 You should write at least 150 words.
However, you can always write more
than that; no harm done!
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Focus on Format
2. Read the following sample essay and answer the following questions.
The graph below shows Internet users in three different countries from
1990 to 2009.
Summarise the information by selecting and reporting the main features,

and make comparisons where relevant.
Sample Focus
The line graph compares the percentage of people in three countries who used the Internet between 1999 and
2009.
It is clear that the proportion of the population who used the Internet increased in each country over the period
shown. 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.
In 1999, the proportion of people using the Internet in the USA was about 20%. The figures for Canada and Mexico
were lower, at about 10% and 5% respectively. 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%.
By 2009, the percentage of Internet users was the highest in Canada. Almost 100% of Canadians used the Internet,
compared to about 80% of Americans and only 40% of Mexicans.
(152 words, written by IELTS Simon)
1. What is this graph about?

Introduction: The line graph compares the percentage of people in three countries who used the Internet
between 1999 and 2009. (1)
2. What are the special features that the author highlights?
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3. What are the tense(s) used in the sample?

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4. Decide whether the following statements are true or false.

Questions True/False
1. Around 20% people used the Internet in the US in 1999.
2. The number of Mexican internet users was the lowest in
1999.
3. In 2005, while Internet usage in the US and Canada
increased, that in Mexico decreased.
4. In 2005, around the figure for Canada reached 25%.
5. In 2009, the figure for America was 40%.
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FOCUS ON INTRODUCTION
Task Focus
Introduction
The introduction shows general information of a Task 1 report. It often has the graph name, a
descriptive verb is often used to introduce the data (what), where the data are collected (where), and
the period during which they are collected (when). It is often the paraphrased version of the task
question.
Task question: The graph below gives information about car ownership in the UK from 1971 to
2007.
Introduction: The line graph [graph name] describes [descriptive verb] changes in the
number of cars owned [what] in the UK [where] during a period of 36 years, from 1971 to
2007 (when).
3. Identify graph names, descriptive verbs, what, where, and when in the following
introductions. Underline the corresponding parts and mark GN (graph name), DV
(descriptive verb), what, where and when.
GN DV what where when

V
0. The line graph describes changes in the number of cars owned in the UK during a period of
36 years, from 1971 to 2007.
Language Focus
1. The line graph compares the percentage of
Descriptive verbs
unemployed people in France from 1990 to
 compare, illustrate, and show are the three
most common descriptive verbs. Do not
2000.
attempt to use strange words (demonstrate,
indicate etc.) – they might not be
2. The charts show how much water was used for
accurate/natural. Even examiners don’t use
them!
agriculture, industry and homes around the
 Phrases such as ‘given is the chart
illustrating…’ or ‘a glance at the chart
world, and water use in Brazil and the reveals…’ are not natural. They are never
seen in standard samples from examiners –
Democratic Republic of Congo. don’t risk using them.
3. The bar chart illustrates how much money was
spent on six consumer goods in four European countries.
4. The bar chart compares how many students had part-time jobs in Canada over the 10-year
course from 1990 to 2000.
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Language Focus
Quantifiers
 the number of + plurals

The given graph illustrates the number of tourists who arrived in London last year.
 how many + plurals
The given graph illustrates how many tourists arrived in London last year.
 the amount of + uncountables
The given graph illustrates the amount of money which was spent in London last year.
 how much + uncountables
The given graph illustrates how much money was spent in London last year.
 the percentage of + nouns
The given graph illustrates the percentage of tourists who arrived in London last year.
 the proportion of + nouns
The given graph illustrates the percentage of tourists who arrived in London last year.
 the … rates/the rate of nouns
The given graph illustrates the unemployment rates of London last year.
 the quantity of + water/food/money/materials (oil, fuel, gas)
The given graph illustrates the quantity of money which was spent in London last year.
 the volume of + water/air/traffic/work/production
The given graph illustrates the volume of traffic in London last year.
4. Write introductions for the following task questions.
1. The graph below gives information about the number of people who were unemployed in the UK
from 2010 to 2015.
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2. The graph below gives information about the number of children born per woman in a country from
1970 and 2000.
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3. The graph below gives information about literacy rates in 2004.
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4. The graph below gives information about the amount of water stored in a reservoir.
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5. The graph below shows the amount of greenhouse gas emitted from three different sources in the
UK.
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Focus on Overview
5. Read the following introduction and overview of the task. Then, draw a graph.
The given graph shows changes in the proportion of cars owned in the UK over the 30-year course
from 1975 to 2005.
The initial impression from the graph is that the percentage of people having 2 or more than 3
cars showed upward trends, whereas the figure for those having no car generally decreased. 1-car
ownership rate, despite a marginal dip in the first ten years, still remained prevalent among the
four ownership classifications.
6. Read the following sample.
Values (NZ$) of exports of kiwi from New Zealand, 2010 – 2012
Country 2010 2011 2012

Japan 271,000,000 287,400,000 325,300,000
China 74,900,000 84,800,000 94,000,000
Mexico 1,200,000 2,400,000 3,300,000
Russia 968,000 1,585,000 2,404,000
Saudi Arabia 290,000 106,000 82,000
Sample Focus
The given table shows earnings from Kiwi exportation from New Zealand to five different nations. Units are
measured in NZ$, and the data were collected in three consecutive years 2010, 2011 and 2012.
Overall, New Zealand earned the highest revenues from exporting Kiwi to Japan. It is also clear that export values
attained from Japan, China, Mexico, and Russia enjoyed upswings, whilst exports to Saudi Arabia showed an
opposite pattern.
In 2010, earnings from exporting Kiwi to Japan ranked first, far tripling the China’s export values (74.9 million),
and vastly outnumbering Mexico (1.2 million), Russia (968,000) and Saudi Arabia (290,000). Thereafter export
values thrived in most countries, reaching 287,400,000 for Japan, 84,800,000 for China, 2,400,000 for Mexico and
1,585,000 for Russia.
By 2012, the figures for Japan, China, Mexico, and Russia had added up to 325,300,000, 94,000,000, 3,300,000 and
2,404,000 respectively. Export values to Russia, in the meantime, was the only one witnessing a downturn,
dropping to a low of only 82,000,000 in 2012.
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Task Focus
Overview
The overview shows the ‘big picture’, or the key features of a graph. It can be placed after the
introduction, or at the end of the report. It is often started by the word ‘overall’. To identify key features,
answer the following questions:
 which showed upward trends? which showed downward trends?

 which had the fastest growth?
 which was always the highest? which was always the lowest?
 which was higher? which was lower?
 which group/category had the widest gap/discrepancy? which group/category had the smallest
gap/discrepancy?
You are supposed to write at least 02 key features for to meet the standard of a band 7+ task 1 report.
7. Write overviews for the following graphs.
1. The graph below shows the number of enquiries the Tourist Information Office received in
one city over a six-month period in 2011.
2. The table shows the number of employees and factories producing silk in England and Wales
between 1851 and 1901.
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Homework
Write introductions and overviews for the following task questions.
The graph below gives information about the participation of Australian children in sports in
2014.
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Module 2
TIMELINE GRAPHS (1)

 write a timeline graph (with one category)
STARTING TASK QUESTION
The graph below shows earnings of a restaurant named Viburg in 2018.

Earnings 2018 - Viburg

50
45
40
35
30
25
20
15
10
0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
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MONEY-RELATED WORDS
1. Search for the words in the following chart.
turnover income earnings
profit expenses savings
revenue budget
expenditure funding
2. Classify the following words into

two groups “money kept”, “money earned” and “money spent”.
Money kept Money earned Money spent
3. Fill in the following blanks with the appropriate words. There can be more than one suitable word
for each blank.
turnover – profit – revenue – expenditure – income – expenses – budget – funding – earnings –

savings
1. The illicit drugs industry has an annual ______________ of £200 billion.

2. The refusal to grant extra _____________ to schools in the poorest areas caused a political storm.
3. The school has a struggle to balance its _____________ .
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4. The company generated net _____________ of $3.6 million for fiscal year 2006.
5. The local authority allocated parts of its _____________ for nursing homes.
6. The company’s _____________ fell by 21% in the fourth quarter.
Language Focus
Money-related words
 You do not need to use “the number of”, “the percentage of”,
“the proportion of” etc. with money-related words.
In 2000, Profits generated from gold were 50 million Dirhams.
(NOT “The number of profits…)
4. Write the introduction for the Starting Task Question.
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FOCUS ON OVERVIEW
5. Revise the Overview section in Module 1 and write the overview for the Starting Task Question.
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6. Read the sample in the ‘additional material 1’ and see how your overview can be better.
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FOCUS ON BODY
7. Complete the Verb and Noun Table.
TABLE 1: VERB - NOUN

Trend Verb Noun
 i_ _ _ _ _ s_
 r_ _ _
 g_ _ _
 go up
 _l_ _ _
 s_ _ g_
 s_ _ _
 d_ _ _ _ _ s_
 _ _cl_ _ _
 f_ _ _
 d_ _ _
 d_ _
 pl_ _ _ _ _
 pl_ _ _ _
 s_ _ _ _ _ i_e
 r_ _ _in stable/flat
 pl_ _ _ au
 f_ _ct_ _ _ _
 v_r_
 be e_r_ _i_
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8. Fill in the Adjective Section with the adjectives provided. Then, write the adverbs by adding -ly.
gradual steady mild
significant substantial slight
marginal considerable
TABLE 2: ADJECTIVE - ADVERB
Description Adjective Adverb

BIG
CHANGE

SMALL
CHANGE

GRADUAL
CHANGE
9. Rewrite the following sentences, using the words in the brackets.
1. The number of immigrants to Canada soared to 4000 in 2001. (CONSIDERABLE).
The .....................................................................................................................................................................................
2. Educational funding dropped sharply to a low of 2 million USD. (PLUMMET).
Educational funding ...................................................................................................................................................
3. Money spent on space exploration has risen slightly to 5 billion USD. (MILD)
Budget ..............................................................................................................................................................................
4. The amount of money earned was erratic throughout the years. (FLUCTUATION)
Earnings...........................................................................................................................................................................
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Language Focus
Cohesive devices indicating time
Study the following example to see how information in a timeline graph can be described in
different ways.
 S+ After that S+V

The number of cars sold stood at 5 in 1990. After that, it increased sharply to 15 in 1995.
 S+V, after which S+V
The number of cars sold stood at 5 in 1990, after which it increased sharply to 15 in 1995.
 S+V, before V-ing/S+V
The number of cars sold stood at 5 in 1990, before increasing sharply to 15 in 1995.
 S+V, but later V
 The number of cars sold stood at 5 in 1990, but later increased sharply to 15 in 1995.
 S+V. S+V + thereafter to…
 The number of cars sold stood at 5 in 1990. It increased thereafter to 15 in 1995.
 S+V, followed by + Noun Phrase
The number of cars sold increased to 15 in 1995, followed by a gradual decline to 5 in
2005.
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40 The number of burgers sold in Restaurant A
30
20
10
0
1970 1980 1990 2000
10. Rewrite the following short paragraph, using different cohesive devices.
The number of burgers sold in Restaurant A stood at 15 in 1970. After that, it increased
gradually to 20 in 1980, before dropping sharply to a low of 5 in 1990. Over the next 10 years, it rose
dramatically to a high of 30.
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Language Focus
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The highest and the lowest point
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There are different ways of saying the highest
or the lowest point.
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 Highest: a peak/a high of; peak (v) at

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The number of students increased to a peak/a
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high of 100.
The number of students peaked at 100.
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 Lowest: a bottom/a low of
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The number of students dropped to a bottom/a
low of 100.
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11. Describe the following graph:
30
The number of burgers sold in Restaurant B
25
20
15
10
5
0
1970 1980 1990 2000
1.
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25
The number of burgers sold in Restaurant C
20
15
10
5
0
1970 1980 1990 2000
2.
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12. Write the body for the Starting Task Question.
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HOMEWORK
Task Question 1: The graph below gives information about Dubai gold sales in 2002.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
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Task Question 2: The graph below gives information about funding for the Linguistics
Department in a university.
Funding for Linguistics

30
25
20
15
10
0
1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001
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Module 3
TIMELINE GRAPHS (2)
 write a timeline graph (with multiple categories)
The graph below shows the percentage of people owning different

number of cars in the UK from 1975 to 2005.

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FOCUS ON OVERVIEW
Language Focus
Compound Adjectives
 Compound adjectives contain two or more than two words. Those words
are often connected by the use of a hyphen (-).
a well-known author, an English-speaking country
 We can form compound adjectives with a number + a noun.
a two-day trip, a 3-hour session, a ten-year-old kid
 An important note to remember is that the plural form is no applicable.
a two-day trip (NOT a two-days trip)
2. Which of the following sentences contain correct compound adjectives?
1. I saw a bug eating flowers.

2. I saw a bug-eating flower.
3. We work in a forty-storey building.
4. We work in a forty-storeys building.
5. John experienced a 10-hours delay.
6. John experienced a 10-hour delay.
7. His twenty-years-old son is currently living in Paris.
8. His twenty-year-old son is currently living in Paris.
9. Revise the Overview section in Module 1 and write the overview for the Starting Task Question.
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FOCUS ON BODY
Language Focus
Reduce the use of “the number of”, “the percentage of”, “the proportion of” etc.
One useful way of avoiding the repetition of “the number of”, “the percentage of” etc. is to
put figures (i.e. 40%, 20 million) at the beginning of a sentence.
 The proportion of tourists coming to China was 35% in 2000.

In 2000, 35% of the tourists came to China in 2000.
 The number of people who were overweight was 40.000 in 2010.
In 2010, around 40.000 people were reported overweight.
3. Rewrite the following sentences.
The proportion of energy used for heating was around 45% in 2010. (UTILISED)
In 2010, approximately 45% of the energy ......................................................................................................
The percentage of tourists coming to the UK was 30% in 1990. (OPTED)
In 1990, 30% of the tourists ...................................................................................................................................
The number of male students who liked football was 45 in 2000. (INTERESTED)
In 2000, 45 male students .......................................................................................................................................
The number of people who worked as a doctor in the hospital was 32 in 2007. (EMPLOYED).
In 2007, 32 people ......................................................................................................................................................
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Language Focus
Cohesive devices indicating similarity and contrast
 Similarly/Likewise
The number of students enrolling in Course A increased to 10%.
Similarly/Likewise, the figure for Course B also experienced a rise to 20%.
 A similar pattern/picture is evident in [X].
The number of students enrolling in Course A increased to 10. Course B
enrollment rate showed a similar pattern, rising to 20%.
 In contrast/Conversely
Burger consumption in Restaurant A increased significantly to 60%.
The number of students enrolling in Course A increased to 10. In
contrast/Conversely, the figure for Course C experienced a drop to 5.
 An opposite pattern/picture is evident in [X].
The number of students enrolling in Course A increased to 10. Course B
enrollment rate showed an opposite pattern, dropping to 5.
 as opposed to
The number of students enrolling in Course A was 400, as opposed to only 40
in Course B.
4. Fill in each blank with ONE suitable word.
1. The unemployment rate in Somalia dropped significantly from 50% to only 20%. A/An __________
pattern is evident in Tanzania; its figure also underwent a decline from 25% to a low of 10%.
2. The amount of energy used to heat water rose to 20%. __________, energy used for lighting
underwent a mild drop to 10%.
3. Water consumption decreased to 2% in Region A in 2000. __________, Region B saw a 12%
increase in water usage that same year.
4. In 2000, around 20,000 students of School A responded that they were satisfied with the
campus facilities. A/An __________ pattern is evident in the statistics for School B, where only
1,000 students said so.
5. In 1994, around 50,000 tourists opted for Region A as their favorite destination, as __________ to
only 2,000 for Region B.
5. Look at the Starting Task Question again. Which of the following categories…
 have similar patterns?
 have opposite patterns?
 does not show any contrast/similarity?
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6. Fill in each blank with ONE word.
despite impression decreased
prevalent opposite
The given graph shows changes in the proportion of cars owned in the UK over the 30-year course from
1975 to 2005.
The initial (1)________________ from the graph is that the percentage of people having 2 or more than 3
cars showed upward trends, whereas the figure for those having no car generally (2)________________. 1-
car ownership rate, despite a marginal dip in the first ten years, still remained (3)________________ among
the four ownership classifications.
In 1975, around 30% of all British households did not own any cars. The figure thereafter decreased
gradually to roughly 18% in 2005. (4)________________ patterns are evident in the 2 and 3 car ownership,
with the figures increasing from 7% and 3% to 17% and 7% respectively.
The percentage of British households having only one car, meanwhile, stood at a very high level of
approximately 42% in 1975. The figure, (5)________________ undergoing a dip of 4% in 1985, regained its
upward streak and eventually reached a little over 40% in 2005.
Task Focus
Guidelines for writing Task 1 Body - Timeline
Step 1: Pick one category and describe it.
Step 2: Pick the categories which have similar trends to the first one and describe them. Connect them
using cohesive devices indicating similarity.
Step 3: Pick the categories which have opposite trends to the previous groups and describe them.
Connecting them using cohesive devices indicating contrast.
Step 4: Pick the categories which have trends that are neither similar or opposite to the previous
groups and describe them. Connecting them using ‘meanwhile’ or ‘in the meantime’.
*Note: This is just one (and easy) way of approaching the task.
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HOMEWORK
Task Question 1: The graph below shows the percentage of Australian exports to 4
countries from 1990 to 2012
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Task Question 2: The table below shows the production of cocoa beans in six regions
between 1992 and 1998.
Task Focus
No line graph? No worries!
In most cases, a table or a bar chart with a timeline also reflects the same data as a line graph. However,
it is often harder to spot the trends as they are not properly visualized the way line graphs do, so you
may want to draw arrows indicating the trends.
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Module 4
COMPARISON CHARTS (1)
 write a pair comparison chart report (pair)
The graph below shows the percentage of tourists travelling to Someland

in 2015.

90000
80000
70000
60000
50000
Male
40000 Female
30000
20000
10000
0
10 to 15 16 to 20 21 to 30 31 to 45 46 to 55
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TRAVEL-RELATED WORDS
1. Put the following words into the correct columns.
holidaymaker choose fare
tourist vacationer trip
traveller tourism arrive
opt commute arrival
noun verb both verb and noun
Fill in the blanks with the correct forms of the words in Exercise 1. More than one answer for each blank is
possible.
1. Most ____________ still choose travellers' cheques which are no longer the cheapest means of
funding trips abroad.
2. Around 40% of the British people ____________ to work by bus.
3. Only 20% of the Vietnamese students took buses for daily ____________.
4. People in the region made on average 20 business ____________ each year.
5. In 1990, around 56% tourists ____________ for Thailand as their favourite destination.
6. Aviation ____________ this year have plummeted by 15% as fewer people travelled during the
COVID-19 pandemic.
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FOCUS ON OVERVIEW
3. Study the chart. Note down some of the key features.
Gender:
Age group:
4. Write the overview for the Starting Task Question.
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FOCUS ON BODY
Language Focus
Different ways of comparing two sets of data
With comparatives
 comparatives and relative clause
The number of tourists travelling to Australia was 9 million, which was three times higher
than the figure for New Zealand.
 comparatives and while/whereas
9 million tourists travelled to Australia, whereas fewer people chose New Zealand, (with
the figure amounting to) only 3 million.
 comparatives and however
9 million tourists travelled to Australia. However, fewer people chose New Zealand, (with
the figure amounting to) only 3 million.
Without comparatives
 while/whereas
9 million tourists travelled to Australia, whereas only 3 million chose New Zealand.
 however
9 million tourists travelled to Australia. However, only 3 million chose New Zealand.
 compared to/as opposed to
9 million tourists travelled to Australia, compared to/as opposed to only 3 million for New
Zealand.
5. For each of the age groups, write one or two sentences describing the data. The first age group is
an example.
10-15: The number of male tourists aged 10 to 15 was 9 million, which Language Focus
was a little bit higher than the figure for their female counterparts.
Referring to age groups
16-20: ...............................................................................................................................................................................
 children (who are)
between 10 and 12
.............................................................................................................................................................................................
 10-to-12-year-old children
.............................................................................................................................................................................................
 Children aged 10 to 12
 The youngest group (10 to
21-30.................................................................................................................................................................................
12)
 The 10-to-12 age group
.............................................................................................................................................................................................
.............................................................................................................................................................................................
31-45: ...............................................................................................................................................................................
.............................................................................................................................................................................................
.............................................................................................................................................................................................
46-55: ...............................................................................................................................................................................
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6. Read the following Task Question 1 and complete the sample below.
Task Question 1: The graph below shows the percentage of boys and girls
aged 5-14 participating cultural activities and sport in 2013 in Australia.

Language Focus
Measuring discrepancies
In addition to comparing two sets of data, you may also want to compare the ‘gaps’, or
the discrepancies between them.
A great discrepancy is evident in the number of males and females playing football,
with 50% boys saying that they were interested in this sport, as opposed to only 10% for
girls. When it comes to volleyball, however, the gender gap was less pronounced,
with 35% for boys and 29% for girls.
Page | 39
discrepancy initial gap
fewest engaged opposite
compared accounting
The given bar charts show the degree of participation of Australian boys and girls in cultural activities
and sports in 2013.
The (1)____________ impression from the charts is that girls appeared to be more (2)____________ in drama,
dancing and singing than boys. Boys, on the other hand, were more interested in playing musical
instruments and sports. It is also clear that drama and singing were the two activities that had the
(3)____________ participants.
The gender (4)____________ between the two least favored activities - drama and singing – was
insignificant, with the figures (5)____________ for 4% for boys and 5% for girls. When it comes to dancing,
the (6)____________ was relatively much higher, with nearly 25% girls (7)____________ to only 2.5% boys.
An (8)____________ picture is evident in ‘playing musical instrument’ when there were more boys taking
part in this activity (15%) than girls (10%). Likewise, boys also expressed stronger preferences
towards sports (70%), compared to only 52% for girls.
Task Focus
Guidelines for writing Task 1 Body – Pair comparison
Step 1: Pick one category and describe it. This is usually the category with the greatest discrepancy.
Step 2: Pick the categories which are similar to the first one and describe them.
The following is an example of Step 1 and 2:
A great discrepancy is evident in the number of males and females playing football, with 50% boys saying
that they were interested in this sport, as opposed to only 10% for girls. When it comes to volleyball,
however, the gender gap was less pronounced, with 35% for boys and 29% for girls.
Step 3: Pick the categories which are opposite to the previous groups and describe them. Connecting
them using cohesive devices indicating contrast. This could be written in a separate paragraph.
Step 4: Pick the categories which have trends that are neither similar or opposite to the previous groups
and describe them.
Page | 40
HOMEWORK
Task Question 2: The graph below gives information about the amount of money people
in a European country spent per month.
The amount of money spent per month

10000
9000
8000
7000
6000
5000
4000
3000
2000
1000
0
Movies Cosmetics Sports equipment Music
Male Female
Page | 41
Task Question 3: The charts below show the main reasons for study among students of
different age groups.
Page | 42
Module 5
COMPARISON CHARTS (2)
 write a comparison chart report (ranking)
The first chart below shows how energy is used in an average Australian
household. The second chart shows the greenhouse gas emissions which
result from this energy use.

Page | 43
WORDS ABOUT ENERGY & THE ENVIRONMENT
1. Look the words up in the dictionary and complete the following chart.
Verb Definition Noun Examples

emit
utilize
consume
give off
release
discharge
generate
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.............................................................................................................................................................................................
FOCUS ON OVERVIEW
3. Study the chart. Note down some of the key features.
Highest Lowest
Australian household energy use
Australian household
greenhouse gas emissions
.............................................................................................................................................................................................
.............................................................................................................................................................................................
.............................................................................................................................................................................................
.............................................................................................................................................................................................
.............................................................................................................................................................................................
Page | 44
FOCUS ON BODY
Task Focus
Grouping technique
Before you start describing the bodies of a ‘group comparison’ chart, think about re-ordering them in an ascending
or descending order. The first pie chart about Australian household energy use has been done for you.
5. Rank the ‘Australian household greenhouse gas emissions’.
II
II
IV
III
VI V
Page | 45
Language Focus
Different ways of comparing more than two sets of data
 rank first/rank last

The number of people who were employed in the Hotel industry ranked first, with 30%.
The number of people who worked in the educational field was only 3%, ranking last among the given
sectors.
 followed by
The number of people who were employed in the Hotel industry ranked first, with 30%, followed by
Construction (20%) and Energy (10%)
 respectively
The number of people who were employed in the Hotel and Construction sectors were 30% and 10%
respectively.
 compared to/as opposed to
9 million tourists travelled to Australia, compared to/as opposed to only 3 million for New Zealand.
*For ways of comparing two sets of data, see Lesson 4.
6. Complete the following description for the first pie chart.
As can be seen from the first pie chart, an average Australian household utilized 42% of the total energy
for heating, (1)____________ first among the given purposes. This was (2)____________ by ‘water heating’
(30%) and other ‘appliances’ (15%). Energy consumed for refrigeration was around 7%, (3)____________
to only 4% for lighting. The percentage of energy used for cooling was the lowest, constituting only a
negligible 2%.
7. Describe the second pie chart.
Regarding.....................................................................................................................................................................................................
..........................................................................................................................................................................................................................
..........................................................................................................................................................................................................................
..........................................................................................................................................................................................................................
..........................................................................................................................................................................................................................
..........................................................................................................................................................................................................................
..........................................................................................................................................................................................................................
..........................................................................................................................................................................................................................
Page | 46
Task Focus
Guidelines for writing Task 1 Body – Group comparison
A typical ‘group comparison’ report should look like this:
Step 1: Pick the group which has the highest figure and describe it.
Step 2: Choose the groups that rank second, third etc. and say that they ‘follow’ the highest group.
(followed by)
Step 3: Use ‘respectively’ or comparing two sets of data for the remaining groups (except for the lowest).
Step 4: Pick the group which has the lowest figure and describe it.
HOMEWORK
Task question 1: The graphs show the results of a questionnaire regarding

whether workers in a particular company think that the new evaluation
system makes them more competitive.

Page | 47
Task question 2: The table below gives information about the posts held by
women in parliament and in management in 5 countries in 2000.

Countries Total number of seats in Total number of seats in

parliament management
Canada 54% 36%
Ukraine 23% 40%
Egypt 52% 36%
Rome 10% 52%
Italy 40% 25%
Page | 48
Module 6
DIAGRAMS (1): MAPS
 write a map report
The diagrams below show in the art gallery ground floor in 2015 and the
present day.

Page | 49
FOCUS ON INTRODUCTION AND OVERVIEW
FACILITIES AND AMENITIES
1. Put the following words into groups.
roundabout swimming pools supermarkets
roads parking lots houses
factories shopping malls exhibition rooms
farmland offices
shops schools
Facilities/Amenities
Commercial Industrial Residential Agricultural Recreational Road Rooms
facilities facilities accommodation facilities facilities layout and other
facilities
2. Look at the following task question. Complete the introduction and overview.
Task question 1: The diagrams below show the changes in the town of
Poulton in 1900 and 1935.

Page | 50
depict – changes – facilities
The maps 1_____________ an area of the town of Poulton in the years 1900 and 1935 and the urban
developments that took place. Overall, the area was renovated extensively, seeing fundamental
2_____________ to its residential accommodation, and its commercial and recreational 3_____________ were
developed.
3. Write the introduction and overview for the Starting Task Question.
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FOCUS ON BODY
NAVIGATIONAL WORDS
Language Focus
Navigational Words
 to the north/west/south/east/southeast/northwest of…

The houses were located to the north-east of the river.
 to the left-hand/right-hand side of…
The desks were positioned to the left-hand side of the entrance.
 in the top/bottom/top left/bottom right corner of…
The desks were positioned to the bottom left corner of the room.
 close to/near/in the vicinity of…
The new shopping mall was located in the vicinity of the river.
 next to/adjacent to…
The shops were adjacent to the buildings.
 at the centre of/in the heart of…
The big table was positioned at the centre of the hall.
 between…and…
The seating areas were located between Office A and Office B.
Page | 51
4. Describe the positions of the following places.
1. The café is ......................................................................................................................................

2. The stairs are ................................................................................................................................
3. Exhibition room 1 is...................................................................................................................
6. The reception is ...........................................................................................................................
Page | 52
DESCRIBING CHANGES
5. Match the words in the left column with its definitions in the right column.
A B
1. convert a. build
2. renovate b. transform
3. demolish c. knock down
4. relocate d. repair and make new again
5. construct e. extend
6. enlarge f. reposition
7. shrink g. become smaller
6. Complete the following chart.
Verb Noun
1. convert conversion
2. renovate
3. demolish
4. relocate
5. construct
6. enlarge
7. transform
8. extend
9. shrink
7. Describe the following maps.
0.
..............................................................
..............................................................
..............................................................
..............................................................
1990
..............................................................
Page | 53
1.
..............................................................
..............................................................
..............................................................
..............................................................
..............................................................
.............................................................. 1990 2000
2.
..............................................................
..............................................................
..............................................................
..............................................................
..............................................................
.............................................................. 1990 2000
Page | 54
3.
..............................................................
..............................................................
..............................................................
..............................................................
..............................................................
.............................................................. 1990 2000
4.
..............................................................
..............................................................
..............................................................
..............................................................
..............................................................
.............................................................. 1990 2000
Page | 55
5.
..............................................................
..............................................................
..............................................................
..............................................................
..............................................................
.............................................................. 1990 2000
6.
..............................................................
..............................................................
..............................................................
..............................................................
..............................................................
.............................................................. 1990 2000
Page | 56
7.
..............................................................
..............................................................
..............................................................
..............................................................
..............................................................
.............................................................. 1990 2000
Language Focus
Linking the two maps
One useful way of describing the changes that happen between the two maps, is
to first describe the location of an area in Map 1, and then say how it has changed
over the years. In other words, we link structure [0] with structure [1] to [7].
 Using ‘however’
In 1950, the shop was located to the north of the river. However, it was
demolished to make way for a post office in 2000.
 Using relative clause
The shop which was located to the north of the river in 1950 was
demolished to make way for a post office in 2000.
Page | 57
8. Complete the following sample of Task Question 1.
change – depict – changes – facilities – whereas – replaced - taking
The maps (1)_____________ an area of the town of Poulton in the years 1900 and 1935 and the urban
developments that took place. Overall, the area was renovated extensively, seeing fundamental
(2)_____________ to its residential accommodation, and its commercial and recreational (3)_____________
were developed.
In 1900, this area had a combination of residential and industrial features, but by 1935, the industrial
features had largely disappeared. (4)_____________ in 1900 a railway line ran through the neighborhood,
by 1935 this had been removed. Furthermore, the terraced houses which used to dominate the 1900
map had been (5)_____________ by blocks of flats by 1935, and the areas of wasteland had gone.
Another major (6)_____________ to the area in 1935 was the development of more commercial and
recreational features. The demolition of the second row of houses on Bayley Street and the removal of
the railway line made room for a spacious park and children’s play area. On the commercial side, to the
right of the park some new shops were built on the aptly named New Lane, (7)_____________ up the place
where there once was a small shop, and the café and laundry were relocated and expanded.
9. Write the Body for the Starting Task Question.
........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
.........................................................................................................................................................................
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Page | 58
HOMEWORK
The maps below show changes to the ground floor plan of a university department in 2000 and 2015
Page | 59
Module 7
DIAGRAMS (2): PROCESSES
 write a report about processes
The graph below shows the process of manufacturing bricks for the
building industry.

Page | 60
Task Focus
Writing a ‘process’ introduction
Most artificial processes provide you with a breakdown, or information that has been separated into different
groups, of how something is produced or recycled. Knowing this would make writing the process introduction an
easier task than for figure-related graphs, as you do not need to do a lot of paraphrasing work. Below is a useful
introduction template:
 The process provides a breakdown of how [X] is produced/recycled.
.............................................................................................................................................................................................
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.............................................................................................................................................................................................
.............................................................................................................................................................................................
FOCUS ON OVERVIEW
Task Focus
Steps and Stages
In a process-related Task 1, you are required to write a brief overview of the steps and stages of that process. A
process often consists of many small steps, which can be grouped into different main stages (the ideal number of
main stages could be three). Templates of a typical process could be like this:
 The process is comprised of ….. steps, which can be grouped into …. main stages.
2. Look at the Starting Task Question. Count the number of small steps, and group them into main
stages.
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.............................................................................................................................................................................................
.............................................................................................................................................................................................
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Page | 61
FOCUS ON BODY
PROCESS VERBS
4. Label the following actions with its correct verbs.
add melt grind
sift mix squeeze
heat package handpick
dry crush deliver
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
11. 12.
Page | 62
5. Look at Task Question 1 below. Write the verbs next to each of the steps in the photo.
Task Question 1: The graph below shows the process of manufacturing

cement.

6. Complete the sample below using the provided words.
sent before commences by the use rotated
The process (1)_______________ when limestone and clay are crushed to powder (2)_______________of a
crusher. Thereafter the powder is (3)_______________ to a cylindrical mixer in which it is mixed, after
which it is heated and (4)_______________ simultaneously in a rotating heater. The process continues when
the heated powder is ground into finer cement (5)_______________ being packaged into bags.
7. Write the bodies for the Starting Task Question.
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.............................................................................................................................................................................................
.............................................................................................................................................................................................
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Page | 63
HOMEWORK
1.
2.
Page | 64
Practice 1
TIMELINE GRAPHS
1. Fill in the blanks with appropriate words.
The graph gives information about the percentage of overweight Australians from 1980 to 2010.
followed classified pattern
impression thereafter rising
experienced drop
The given bar chart compares the proportion of overweight Australian (1)_____________ according to
gender over the 30-year course from 1980 to 2010.
The initial (2)_____________ from the chart is that the Australian overweight rates generally increased.
Over the last 10 years of the given period, the figures underwent a mild (3)_____________ for men, and a
plateau for women.
In 1980, around 49% Australian men were reported overweight. Over the next 10 years, this figure
(4)_____________ a marginal rise to roughly 54%, (5)_____________ by a much steeper growth to a peak of
70% in 2000. The figure (5)_____________ decreased slightly and eventually reached 68% in 2010.
A similar (6)_____________ could be observed in the figure for women. In 1980, female overweight rates
stood at 30%. The 1990-2000 period recorded a steady increase in the proportion of overweight
females, with its figure (7)_____________ by 10% every 10 years, reaching 50% in 2010 and eventually
levelled off at this point towards the end of the period.
Page | 65
The given line graph details how (1)_____________ sugar is produced and consumed in India over the 10-
year course from 2001 to 2011. The initial (2)_____________from the graph is that sugar production
underwent periodic fluctuations whereas sugar consumption (3)_____________steadily over the given
period.
In 2001, around 27.5 tonnes of sugar were (4)_____________, yet only 23 tonnes were consumed. The
amount of sugar produced thereafter underwent a mild drop to 25 tonnes in 2003, followed
(5)_____________ another steeper decline to an all-time (6)_____________of 17 tonnes in 2005 before surging
to a record high of 34 tonnes in 2007. Meanwhile, sugar consumption increased to 25 tonnes in 2003,
and despite a mild dip of around 1 tonnes in 2005, regained its upward (7)_____________ and reached 26
tonnes in 2007.
The final period between 2009 and 2011 recorded a steady increase in sugar consumption,
(8)_____________ its figure rising to 27 tonnes in 2011. Sugar production, on the other hand, went through
another slump to 21 tonnes in 2009 before recovering to a little over 31 tonnes in 2011.
Page | 66
demographical experienced projected
Thereafter steeper
downturn mild
The given line chart illustrates New Zealand’s population from 1950 to the present day and projections
to 2050. Overall, the (1)____________ figures tell us that New Zealand has an ageing population with the
number of people aged between 35 and 64 and 65+ showing upward trends, with the former being
projected to become the most prevalent group by 2050. It is also clear that the 15-34 group, albeit
dominant from 1950 until the present day, is expected to go through a (2)____________ by 2050.
In 1950, New Zealand’s population aged between 15 to 34 was 32.5%, ranking first among the 4 groups
surveyed. This was followed by the figures for the 0-14 group (27.5%), 35-64 (15%) and 65+ (10%).
(3)____________ the 15-to-34 age group, despite rising steadily to its high of 45% in the first half, saw a
(4)____________ drop to 42.5% in 1990, followed by another(5) ____________ decline to only 30% in 2010. In
the meantime, the population aged between 0-14 also showed a steady downturn and eventually
reached 20% in 2010, whereas the two oldest groups 35 to 64 and over 65 (6)____________increases, with
the figures amounting to 20% for the former and 15% for the latter.
By 2050, New Zealand’s population aged 35 to 64 and over 65 will have reached 35% and 20%
respectively, with the former group being (7)__________ to be the dominant part of the population.
Demographics for the two youngest groups, on the other hand, are expected to drop, eventually
amounting to a little lower than 30% for the 15-to-34 group and a negligible 10% for the 0-to-14 group.
4. Write a task 1 report for the following task question.
The table below gives information about the values of exports of kiwi fruit from New
Zealand to five countries between 2010 and 2012.
Page | 67
Values (NZ$) of exports of kiwi from New Zealand, 2010 – 2012
Country 2010 2011 2012

Japan 271,000,000 287,400,000 325,300,000
China 74,900,000 84,800,000 94,000,000
Mexico 1,200,000 2,400,000 3,300,000
Russia 968,000 1,585,000 2,404,000
Saudi Arabia 290,000 106,000 82,000
Page | 68
Practice 2
COMPARISON CHARTS
skeptical whereas similar
initial highest
half pattern
The bar chart sets out expectations of young people in Europe over the next 20 years.
The (1)____________ impression from the chart is that roughly more than a (2)____________of young
Europeans do not expect their lives to be better in the future. Among the five given indicators, air
quality is believed by the (3)____________ proportion of young people to deteriorate in the next 20 years.
60% of the people surveyed are (4)____________ about the chances for improvement in terms of health,
(5)____________ 40% responded that health conditions will be better in the future. A (6)____________ ratio is
also evident for ‘water quality’ and ‘people communication’.
Expectations for air quality are generally negative, with a vast 77% young respondents saying that it
will become worse in the future. Expectations for food quality, on the other hand, is roughly 1:1, and
this is also the only category that shows such a (7)____________.
Page | 69
discrepancy initial gap
fewest engaged opposite
compared accounting
The given bar charts show the degree of participation of Australian boys and girls in cultural activities
and sports in 2013.
The (1)____________ impression from the charts is that girls appeared to be more (2)____________ in drama,
dancing and singing than boys. Boys, on the other hand, were more interested in playing musical
instruments and sports. It is also clear that drama and singing were the two activities that had the
(3)____________ participants.
The gender (4)____________ between the two least favored activities - drama and singing – was
insignificant, with the figures (5)____________ for 4% for boys and 5% for girls. When it comes to dancing,
the (6)____________ was relatively much higher, with nearly 25% girls (7)____________ to only 2.5% boys.
An (8)____________ picture is evident in ‘playing musical instrument’ when there were more boys taking
part in this activity (15%) than girls (10%). Likewise, boys also expressed stronger preferences
towards sports (70%), compared to only 52% for girls.
Page | 70
The given tables show temperature and hours of daylight in the two cities Mumbai (India) and Moscow
(Russia) on a particular weekend in May, 2007.
The initial impression from the tables is that the (1)______________ in the temperatures and the hours of
daylight of the three given days in both cities was negligible. It is also clear that Mumbai was relatively
warmer, yet enjoyed fewer hours of daytime (2)______________Moscow.
There was not much difference when it comes to the temperatures of Mumbai on the three examined
days, (3)______________ the average maximum being around 33.3 degrees and the minimum being 15.0
degrees. Mumbai had around 13 hours of daytime, with sunrise time at (4) ______________and sunset time
at 7 PM.
Moscow, on the other hand, was generally (5) ______________than Mumbai. Its maximum temperatures on
Friday, Saturday and Sunday were 17, 13 and 15 degrees (6)______________, which were nearly two
(7)______________ lower than ones in Mumbai. The minimum temperatures were also very low, at only
around 2 to 8 degrees. Moscow’s sunrise time was a little bit earlier than Mumbai’s (around 5:22 AM)
and its sunset time was much later (around 10:00 PM).
The table shows the five sports that caused the most injuries among minors in a country in 2003.
Sport Number of injuries Admitted to hospital

Soccer 11,100 7.5%
Rugby 3,900 11%
Basketball 3,200 4%
Netball 3,000 2.5%
Martial Arts 850 6%
Page | 71
Practice 3
MAPS
The diagrams below show the changes in the ground floor plan of an office between 2010 and 2016.
modified addition with
remained side
reception turnstile
The plans illustrate how the ground floor of an office was (1)_____________ from 2010 to 2016. Overall, it
is clear the ground floor of the office underwent a complete transformation between the six years with
the relocation, (2)_____________and replacement of various facilities.
First all, between 2010 and 2016, the reception was moved to the right hand (3)_____________of the
entrance. New seating areas were also introduced to the left and right of the entrance with a new
electronic (4)_____________ being added just between the (5)_____________ area and the lift and stairs.
Another addition was the electronic databank to the right of the lifts.
By 2016, the three offices for 10 workers each on the left-hand side were turned into an open-plan
office for 45 workers. Moreover, the kitchen and staff lounge at the back were replaced (6)_____________
meeting rooms. Similarly, the two offices for 10 workers on the right were turned into an office for 30
workers. Meanwhile, the boardroom (7)_____________the same.
Page | 72
modifications relocation once
non-existent transformed vicinity
rectangular walled
The given maps depict (1)_____________ made to the layout of an unspecified park from 1980 to the
present days. Overall, the park underwent some renovations with the addition, replacement and
(2)_____________ of various facilities.
In 1980, the park was a rectangular area enclosed by walls, with an L-shaped road connecting the
northwestern entrance with the southern one. However, in the present day, the park was no longer
walled_, the gates were non-existent and the main road was further expanded to the north and the east,
forming an intersection in the center of the park.
To the northeastern corner, an area for picnic and barbeque was established with some desks and
chairs, encroaching on the land where there (3)_____________ were a lot of trees. Flowers that were grown
along the southern road were (4)_____________ into a bush (to the left-hand side) and a playground (to the
right-hand side). The only features that remained unchanged were the three rows of benches circling a
small pond located in the (5)_____________ of the northwestern entrance.
Page | 73
inhabitants addition eastward
tenfold bridging
underwent layout
The diagrams depict the development of an unspecified city from 1950 to the present day. Overall, the
city was generally more populous and (1)__________ complete transformations with the most noticeable
changes being the expansion of the residential area, business district and road (2)__________.
In 1950, this city was relatively small with around 20,000 (3)__________ residing in the north of the river.
There were two major roads crossing one another, one running northward, (4)__________the two parts of
the town and the other running (5)__________, forming an intersection at a small business district
surrounded by the residential area.
However, as can be seen from the current town map, the city has undergone significant
transformations. The residential area and the business district were developed towards both banks of
the river, in order to meet the demand of the population which has increased (6)__________ to 200,000.
The road system was greatly expanded, with two additional bridges over the newly formed lake in the
middle of the river. Another change to the river was the establishment of a dam at the eastern end.
Other major changes include the relocation of the airport, and the (7)__________ of one more government
building sited in the business district to the southern side of the lake.
Page | 74
Page | 75
Practice 4
PROCESSES
1. Fill in the blanks with the appropriate words.
commences steps being
producing subsequently eventually
selling general
The diagram illustrates the linear process of (1)_____________ fresh and concentrated orange juice for the
purposes of selling in supermarkets. There are total of 17 (2)_____________ which can be organised into
three main stages. These include producing and delivering fresh orange juice to supermarkets,
processing the fresh juice to create concentrated juice for storage, and finally producing reconstituted
orange juice which is then sold to the (3)_____________ public.
The process (4)_____________ with fresh oranges being delivered to a factory, where the raw product is
washed and juice is extracted with excess solid waste (5)_____________used as animal feed. At this point in
the process the fresh juice is either delivered in refrigerated trucks for evaporation or packaged and
transported to supermarkets for (6)_____________ to customers. Evaporation is carried out at a separate
facility, removing water and resulting in the production of concentrated orange juice, which is
(7)_____________ canned and stored in a warehouse. As required, the orange concentrate is then
processed in a third and final plant, where it is mixed with water in order to produce reconstituted
orange juice, which is then packaged and (8)_____________ delivered to supermarkets.
Page | 76
begins breakdown residues
end making
sent then
The given diagram provides a (1)_____________ of how olive oil is produced. Overall, there are three main
stages involved in the (2)_____________ of olive oil, including harvesting olives from trees, extracting olive
oil and packaging the oil into bottles.
The process (3)_____________ when olives are handpicked from trees and thoroughly rinsed with cold
water. The washed olives are thereafter (4)_____________ to slabs of granite wheels by the (5)_____________
of a conveyor belt, during which they are ground into olive paste. At this stage of the process,
(6)_____________ – the olive stones - are completely removed.
Next, the paste goes through a bag with holes, after which it is pressed into oil by the use of an olive
press. The oil is (7)_____________ pumped into a circular device which further dehydrate the oil,
completely eliminating any water that remains. The (8)_____________ product is eventually packaged into
bottles, which can be further stored in warehouses or sold to supermarkets.
Page | 77
first involves sent
breakdown use produce
The process provides a (1)_____________ of the production of electricity. Looking from an overall
perspective, it is readily apparent that energy production (2)_____________ the combination of coal and
oxygen undergoing various chemical processes including heating that result in gases that then power
two different types of turbines to (3)_____________ electricity.
In the earliest stages, coal is transported by the (4)_____________ of ramp to a furnace where it is heated
and combined with oxygen. The waste byproduct of this is slag and the desired gas (raw syngas) is then
(5)_____________ for removal of its harmful contaminants, CO2, mercury, and sulphur, before the purified
gas is used to run a gas turbine connected to a generator. This is the (6)_____________ way that electricity
is created.
However, the gas turbine using the purified syngas also produces excess hot gases and these are utilised
in a heat recovery steam generator (which releases flue gases into the atmosphere). The generator
produces steam which turns the turbines of a steam turbine to generate additional electricity.
Page | 78
The pictures below show the recycling process of wasted glass bottles.
Page | 79

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Booster 2 Writing Coursebook 1

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IELTS FOCUS

BOOSTER 2 – WRITING (1-1)

Corcoran, S. (n.d.). IELTS Simon. Retrieved from ielts-simon.com

McCarter, S. (2010). Ready for IELTS: Coursebook. Macmillan.

UNDERSTANDING THE TASK

1. Label the following graphs with their appropriate names.

bar chart – line graph – pie chart – map – process – table

multi pair group

Facts and tips:

 You are supposed to spend 20 minutes

Summarise the information by selecting and reporting the main features,

(152 words, written by IELTS Simon)

1. What is this graph about?

2. What are the special features that the author highlights?

3. What are the tense(s) used in the sample?

4. Decide whether the following statements are true or false.

GN DV what where when

3. The bar chart illustrates how much money was

spent on six consumer goods in four European countries.

course from 1990 to 2000.

 the number of + plurals

4. Write introductions for the following task questions.

3. The graph below gives information about literacy rates in 2004.

6. Read the following sample.

Values (NZ$) of exports of kiwi from New Zealand, 2010 – 2012

Country 2010 2011 2012

 which showed upward trends? which showed downward trends?

7. Write overviews for the following graphs.

Write introductions and overviews for the following task questions.

After this lesson, I am able to…

STARTING TASK QUESTION

The graph below shows earnings of a restaurant named Viburg in 2018.

Summarise the information by selecting and reporting the main features,

Earnings 2018 - Viburg

1. Search for the words in the following chart.

turnover income earnings

profit expenses savings

2. Classify the following words into

Money kept Money earned Money spent

turnover – profit – revenue – expenditure – income – expenses – budget – funding – earnings –

1. The illicit drugs industry has an annual ______________ of £200 billion.

4. Write the introduction for the Starting Task Question.

7. Complete the Verb and Noun Table.

TABLE 1: VERB - NOUN

gradual steady mild

significant substantial slight

9. Rewrite the following sentences, using the words in the brackets.

1. The number of immigrants to Canada soared to 4000 in 2001. (CONSIDERABLE).

2. Educational funding dropped sharply to a low of 2 million USD. (PLUMMET).

Educational funding ...................................................................................................................................................

Cohesive devices indicating time

 S+ After that S+V

 Highest: a peak/a high of; peak (v) at

Funding for Linguistics

STARTING TASK QUESTION

The graph below shows the percentage of people owning different

Summarise the information by selecting and reporting the main features,

1. Write the introduction for the Starting Task Question.

2. Which of the following sentences contain correct compound adjectives?

1. I saw a bug eating flowers.

 The proportion of tourists coming to China was 35% in 2000.

3. Rewrite the following sentences.

In 2010, approximately 45% of the energy ......................................................................................................

The percentage of tourists coming to the UK was 30% in 1990. (OPTED)