IELTS Task 1 Lessions!

© Plant Education Foundation IELTS Writing Task-I (Lessons) 2017
IELTS Writing Task 1 (Academic)
Words/Phrases (Vocabulary), Language/Structures,

Grammar and Sample Answers
Table of Contents:
1. IELTS Vocabulary for Academic Writing Task 1
2. Describing a Graph Over Time
3. Describing an IELTS Pie Chart
4. Describing an IELTS Process
5. IELTS Bar Chart and Line Graphs
6. Describing Graph Trends
7. Bar Chart Exercise
8. Line Graph Worksheet
9. Compare and Contrast Language for Graphs
10. Describing IELTS Graphs: A Common Mistake
11. IELTS Line Graph
12. Describing IELTS Tables
13. Using Prepositions
By Durga Singh Rana

Plant Education Foundation
Bagbazar, Kathmandu (Opposite to PK Campus)
Cell: 9851249449 Email: mail2durgajee@gmail.com
Web: plantedunep.com
Bagbazar, Kathmandu (Opposite To PK Campus) Phone: 9851249449 / 9809520646 Email: mail2durgajee@gmail.com (Page 1)
Lesson 1: IELTS Vocabulary for Academic IELTS Writing Task 1 (part 1)

Points to Remember:
o The Academic IELTS Writing Task 1 requires you to use several vocabularies to present the data
given in a pie/ bar/ line/ mixed graphs or to describe a process or a flow chart.
o Being able to use appropriate vocabulary, presenting main trends, comparing & contrasting data
and presenting the logical flow of the graph ensures a high band score in your Academic IELTS
writing task 1.
o This vocabulary section aims to help you learn all the vocabulary, phrases and words you need to
know and use in your Academic writing task 1 to achieve a high band score.
o The examiner will use four criteria to score your response: task achievement, coherence and
cohesion, lexical resource, grammatical range and accuracy.
o Since lexical resources will determine 25% of your score in Task 1, you have to enrich your
vocabulary to hit a high score.
o To demonstrate that you have great lexical resources you need to:
 Use correct synonyms in your writing
 Use a range of vocabulary
 Do not repeat words and phrases from the exam question unless there is no alternative.
 Use less common vocabulary.
 Do not use the same word more than once/twice.
 Use precise and accurate words in a sentence.
It is advised that you learn synonyms and use them accurately in your writing in order to give an
impression that you have a good range of vocabulary.
The general format for writing academic writing task 1 is as follows:
Introduction
Body (Basic/ General Trends + Details Description)
Conclusion (Optional).
Each part has a specific format and therefore being equipped with the necessary vocabulary will help you
to write the task 1 efficiently and will save a great deal of time.
Vocabulary for the Introduction Part:
Starting Presentation Type Verb Description

The given/ diagram / table / figure / illustration shows / represents / the comparison of…
The supplied/ / graph / chart / flow chart / picture/ depicts / enumerates / the differences…
The presented/ presentation/ pie chart / bar graph/ illustrates / presents/ the changes...
The shown/ column graph / line graph / table gives / provides / the number of…
The provided… data/ data / information / pictorial/ delineates/ outlines/ information on…
process diagram/ map/ pie chart describes / delineates/ data on…
and table/ bar graph and pie chart expresses/ outlines/ the proportion of…
... denotes/ compares/ the amount of…
shows contrast / information on...
indicates / figures / data about...
gives data on / gives comparative data...
information on/ presents the trend of...
information about/ shows the percentages
data about/ of...
demonstrates/ outlines/
summarises...
Some Examples :
– The provided diagram shows data on employment categories in energy producing sectors in Europe
starting from 1925 and till 1985.
– The given pie charts represent the proportion of male and female employee in six broad categories,
divided into manual and non-manual occupations in Nepal.
– The chart gives information on expenditures of 4 European countries on six consumer products
namely Germany, Italy, Britain and France.
– The supplied bar graph compares the number of male and female graduated in three developing
countries while the table data presents the overall literacy rate in these countries.
– The bar graph and the table data depict the water use in different sectors in five regions.
– The bar graph enumerates the money spent on different research projects while the column graph
demonstrates the sources of the amount spent over a decade, commencing from 1981.
– The line graph delineates the proportion of male and female employees in three different sectors in
Australia between 2010 and 2015.
Note that, some teachers prefer "The line graph demonstrates..." format instead of "The given line graph
demonstrates...". However, if you write "The given/ provided/ presented...." it would be correct as well.
Tips:
o For a single graph use 's' after the verb, like - gives data on, shows/ presents etc. However, if
there are multiple graphs, DO NOT use 's' after the verb.
o If there are multiple graphs and each one presents a different type of data, you can write which
graph presents what type of data and use 'while' to show a connection. For example -'The given
bar graph shows the amount spent on fast food items in 2009 in the UK while the pie chart
presents a comparison of people's ages who spent more on fast food.
o Your introduction should be quite impressive as it makes the first impression to the examiner. It
either makes or breaks your overall score.
o For multiple graphs and/ or table(s), you can write what they present in combination instead of
saying which each graph depicts. For example, "The two pie charts and the column graph in
combination depict a picture of the crime in Australia from 2005 to 2015 and the percentages of
young offenders during this period."
Caution:
Never copy word for word from the question. If you do, you would be penalised. Therefore, always
paraphrase the introduction in your own words.
General Statement Part (Overview)
The General statement is the first sentence (or two) you write in your reporting. It should always deal with:
What + Where + When.
Example: The diagrams present information on the percentages of teachers who has expressed their views
on different problems they face when dealing with children in three Australian schools from 2001 to 2005.
What = the percentages of teachers...
Where = three Australian schools....
When = from 2001 to 2005...
A good General statement should always have these parts.

Vocabulary for the General Trend Part: Overview within Introduction
In general, In common, Generally speaking, Overall, It is obvious, As is observed, As a general trend, As

can be seen, As an overall trend, As is presented, It can be clearly seen that, At the first glance, it is
clear, At the onset, it is clear that, A glance at the graphs reveals that...
Example:
– Overall, the leisure hours enjoyed by males regardless of their employment status was much higher
than that of women.
– In general, the employment opportunity has increased till 1970 and has dropped down afterwards.
– As is observed, the figures for imprisonment in the five mentioned countries show no overall
pattern of increase or decrease rather shows the considerable fluctuation from country to country.
– Generally speaking, USA had a far more standard life than all the other 4 mentioned countries.
– As can be seen, the highest number of passengers used the London Underground station at 8:00
in the morning and at 6:00 in the evening.
– Generally speaking, more men were engaged in managerial positions in 1987 than that of women
in New York.
– As an overall trend, the number of crimes reported increased fairly/rapidly until the mid-seventies,
remained constant for five years and finally, dropped to 20 cases a week after 1982.
– At the first glance, it is clear that more percentages of native university pupils violated regulations
and rules than the foreign students.
– At the onset, it is clear that drinking in public and drink driving were the most common reasons for
the US citizens to be arrested in 2014.
The structure of the IELTS Academic Writing Task 1 (Report Writing):
Introduction:
– Introduction (Never copy word for word from the question.) + Overview/ General trend. (What the
diagrams indicate at a first glance.)
Reporting Details:
– Main features in the Details + Comparison and Contrast of the data. (Do not give all the figures.) +
Most striking features of the graph.
Conclusion:
– Conclusion (General statement + Implications, significant comments)
[Conclusion is Optional.]
Tips:
o Write introduction and General trend in the same paragraph.
o Your 'Introduction (general statement + overall trend/ general trend) should have 75 - 80 words.
o DO NOT give numbers, percentages or quantity in your general trend. Rather give the most striking
feature of the graph that could be easily understood at a glance.
o And use a format /comparison like the following:
"A glance at the graphs reveals that more men were employed than their female counterpart in
2001 and almost two-third females were jobless in the same year.”
Vocabulary to Start the Report Body:
o Just after you finish writing your 'Introduction' (i.e. General Statement + General overview/ trend),
you are expected to start a new paragraph to describe the main features of the diagrams.
o This second paragraph is called the 'Body Paragraph / Report Body". You can have a single body
paragraph/ report body or up to 3, (not more than 3 in any case) depending on the number of
graphs provided in the question and the type of these graphs.
o There are certain phrases you can use to start your body paragraph and following is a list of such
phrases ---
– As is presented in the diagram(s)/ graph(s)/ pie chart(s)/ table...

– As (is) shown in the illustration...
– As can be seen in the...
– As the diagrams suggest...
– According to the...
– Categorically speaking...
– Getting back to the details...
– Now, turning to the details....
– The table data clearly shows that...
– The diagram reveals that...
– The data suggest that...
– The graph gives figure...
– It is interesting to note that...
– It is apparently seen that...
– It is conspicuous that...
– It is explicitly observed that...
– It is obvious...
– It is clear from the data...
– It is worth noticing that...
– It is crystal clear/ lucid that...
– It can be clearly observed that...
– It could be plainly viewed that...
– It could be noticed that...
– We can see that...
Vocabulary to show the changes:

Trends Verb form Noun Form
Increase rise / increase / go up / uplift / rocket(ed) a rise / an increase / an upward
/ climb / upsurge / soar/ shot up/ trend / a growth / a leap / a jump
improve/ jump/ leap/ move upward/ / an improvement/ a climb.
skyrocket/ soar/ surge.
Decrease fall / decrease / decline / plummet / a fall / a decrease / a reduction /
plunge / drop / reduce / collapse / a downward trends /a downward
deterioriate/ dip / dive / go down / take a tendency / a decline/ a drop / a
nosedive / slum / slide / go into free-fall. slide / a collapse / a downfall.
Steadiness unchanged / level out / remain constant / a steadiness/ a plateau / a
remain steady / plateau / remain the stability/ a static
same / remain stable / remain static
Gradual increase an upward trend / an upward
------------ tendency / a ceiling trend
Gradual decrease a downward trend / a downward
------------ tendency / a descending trend
Stability/ Flat level(ed) off / remain(ed) constant /
remain(ed) unchanged / remain(ed) stable No change, a flat, a plateau, a
/ prevail(ed) consistency / plateaued / static
reach(ed) a plateau / stay(ed) uniform
/immutable / level(ed) out/ stabilise/
remain(ed) the same.
Some Examples:
– The overall sale of the company has increased by 20% at the end of the year.
– The expenditure of the office remained constant for the last 6 months but the profit rose by almost
25%.
– There was a 15% drop in the student enrollment of the University.
– The population of the country remained almost the same as it was 2 years ago.
– The population of these two cities increased significantly in the last two decades and it is predicted
that it will remain stable in the next 5 years.
Tips:
– Use 'improve' / 'an improvement' to describe a situation like economic condition or employment
status. To denote numbers use other verbs/nouns like increase.
– Do not use the same word/ phrase over and over again. In fact, you should not use a noun or
verb form to describe a trend/change more than twice; once is better!
– To achieve a high band score you need to use a variety of vocabulary as well as sentence
formations.
Vocabulary to represent changes in graphs:
Type of Change Adverb form Adjective form
Rapid change dramatically / rapidly / sharply / dramatic / rapid / sharp / quick / hurried /
quickly / hurriedly / speedily / speedy / swift / significant / considerable /
swiftly / significantly/ considerably / substantial / noticeable.
substantially / noticeably.
Moderate change moderately / gradually / moderate / gradual / progressive /
progressively / sequentially. sequential.
Steady change Steadily/ ceaselessly. steady/ ceaseless.
Slight change slightly / slowly / mildly / slight / slow / mild / tedious.

tediously.
Some Example:
– The economic inflation of the country increased sharply by 20% in 2008.
– There was a sharp drop in the industrial production in the year 2009.
– The demand for new houses dramatically increased in 2002.
– The population of the country dramatically increased in the last decade.

– The price of the oil moderately increased in last quarter but as a consequence, the price of daily
necessity rapidly went up.
Vocabulary to represent frequent changes in graphs:
Type of Change Verb form Noun form

Rapid ups and downs wave / fluctuate / oscillate / waves / fluctuations / oscillations /
vacillate / palpitate vacillations / palpitations
Some Examples:
– The price of the raw materials fluctuated for the first three months.
– The graph shows the oscillations of the price of fuel from 1998 to 2002.
– The passenger number in this station oscillates throughout the day but early morning and evening
are the two busiest time.
– The changes of car production in Japan show a palpitation for the second quarter of the year.
– The number of students in debate clubs fluctuated in different months as rapid ups and downs
could be observed in the last three months.
Tips:
– DO NOT try to present every single data presented in a graph. Rather pick 5-7 most significant
and important trends/ changes and show their comparisons and contrasts.
– The question asks you to write a report and summarise the data presented in graphs(s). This is
why you need to show the comparisons, contrasts, show the highest and lowest points and most
striking features in your answer, not every piece of data presented in the diagram(s).
Types of Changes/ Differences and Vocabulary to present them:
Great change / Huge difference:

Adjectives Adverbs
Overwhelming Overwhelmingly
Substantial Substantially
Enormous Enormously
Big change / Big difference:

Adjectives Adverbs
Significant Significantly
Considerable Considerably
Medium change / Moderate difference:

Adjectives Adverbs
Somewhat Somewhat
Moderate Moderately
Minor change / Small difference:

Adjectives Adverbs
Fractional Fractionally
Marginal Marginally
Slight Slightly
Dates, Months & Years related vocabulary and grammar:
– From 1990 to 2000, Commencing from 1980, Between 1995 and 2005, After 2012.
– By 1995, In 1998, In February, Over the period, During the period, During 2011.
– In the first half of the year, For the first quarter, The last quarter of the year, During the first
decade.
– In the 80s, In the 1980s, During the next 6 months, In the mid-70s, Next 10 years, Previous year,
Next year, Between 1980 - 1990.
– Within a time span of ten years, within five years.
– Next month, Next quarter, Next year, Previous month, Previous year.
– Since, Then, From.
Percentage, Portion and Numbers:

Percentages:
– 10% increase, 25 percent decrease, increased by 15%, dropped by 10 per cent, fall at 50%,
reached to 75%, tripled, doubled, one-fourth, three-quarters, half, double fold, treble, 5 times higher,
3 timers lower, declined to about 49%, stood exactly at 43%.
Fractions:
4% = A tiny fraction.
24% = Almost a quarter.
25% Exactly a quarter.
26% = Roughly one quarter.
32% Nearly one-third, nearly a third.
49% = Around a half, just under a half.
50% Exactly a half.
51% = Just over a half.
73% = Nearly three quarters.
77% = Approximately three quarter, more than three-quarter.
79% = Well over three quarters.
Proportions:
2% = A tiny portion, a very small proportion.
4% = An insignificant minority, an insignificant proportion.
16% = A small minority, a small portion.
70% = A large proportion.
72% = A significant majority, A significant proportion.89% = A very large proportion.

89% = A very large proportion.
Words/ Phrases of Approximation - Vocabulary:

» Approximately / Nearly / Roughly / Almost / About
» Around/ More or less
» Just over / Just under / A little more than
» Just around
» Just below / A little less than.
What criteria would a band 9 graph response satisfy?- Task Assessment Criteria
1. Task Achievement:
– Fully satisfies all the requirements of the task.
– Clearly presents a fully developed response.
What will be assessed by the examiner?
– How appropriately, accurately and relevantly you fulfil your task requirements.
– How accurately you write your report and how appropriately you present the data (compare/
contrast/ show the most striking trends/ features/ data.)
Coherence and Cohesion:

– Uses cohesion in such a way that it attracts attention.
– Skillfully manages paragraphing.
– No misinterpretation and presentation of data and trend.
– How well you organise your paragraphs.
– Overall clarity and fluency of your report and message.
– How well you have organised and liked the information, data and ideas in your writing.
– Logical sequencing and appropriate use of linking devices (connectives) between and within your
sentences.
Tips:
– Do not incorporate more than 3-4 paragraphs.
– Do not use a single paragraph to describe everything.
– The conclusion part is optional. If you think that you have already written more than 170 words
and have nothing to say, you can skip the conclusion.
Lexical Resource:
– Uses a wide range of vocabulary with very natural and sophisticated control of lexical features.
– Rare minor errors occur only as ‘slips’.
– The range of vocabulary you have used in your writing.
– How accurately and appropriately you have used words/ phrases while presenting the graph(s) as a
report.
Tips: Do NOT use words/ phrases that are already given in the question. Do so only if there is no
alternative word(s)/ phrase(s) to convey the same meaning/idea.
Grammatical Range and Accuracy:

– Uses a wide range of structures with full flexibility and accuracy.
– Rare minor errors occur only as ‘slips’.
Tips:
– Do not use the same sentence structure and data comparison/ contrasting style over and over
again. Bring a variety in your writing to show that you can formulate different sentence structures
without making any grammatical mistakes.
Lesson 2: Describing a Graph Over Time

o This lesson explains how to describe a line graph or bar chart for IELTS task 1 that is over time.
o This is just an example of a bar chart, but it will be the same for a line graph.
o When you get a chart or graph to describe, it is always important to check whether there is a time
frame or not. If there is, you will need to use the language of change. However, it is not enough
just to describe the changes of each element, but you are asked to compare the data as well
where relevant
o You must also group data together to make sure you have a well organized and coherent answer.
To do this, you need to look for similarities and differences when you first analyze the graph for
IELTS task 1, and decide what can be logically put together or not.
o Now look at the bar chart below and read the IELTS task 1 model answer.
Example 01:
You should spend about 20 minutes on this task.

The bar chart shows the number of times per week (in 1000s), over five weeks, that three
computer packages were downloaded from the internet.
Summarize the information by selecting and reporting the main features and make comparisons
where relevant.
Write at least 150 words.
Model Answer
The bar chart illustrates the download rate per week of ActiveX, Java and Net computer packages over a
period of five weeks. Overall, ActiveX was the most popular computer package to download, whilst Net
was the least popular of the three.
To begin, ActiveX and Java showed a similar pattern, with both gradually increasing from week 1 to week
5. However, the purchases of Active X remained significantly higher than for the other products over this
time frame. In week 1, purchases of ActiveX stood at around 75,000, while those for Java were about
50,000 lower. With the exception of a slight fall in week 4, downloading of ActiveX kept increasing until it
reached a peak in the final week of just over 120,000. Java also increased at a steady rate, crossing the
line of 80,000 in Week 5.
The product that was downloaded the least was Net. This began at slightly under 40,000, and, in contrast
to the other two products, fell over the next two weeks to reach a low of approximately 25,000. It then
increased sharply over the following two weeks to finish at about 50,000, which was well below that of
ActiveX.
(Words 196)
Language of Change:
– gradually increased / a gradual increase
– a slight fall / minimally fell
– kept rising
– reached a peak / peaked
– increased at a steady rate
– increased sharply / a dramatic incline
– a low of
– finish at / stood at
– finishing the period at
Making Comparisons:
o In IELTS task 1, you must also compare the data as you are asked to do in the rubric.
o If you just write about what happened to ActiveX, what happened to Java, and what happened to
Net, without showing any relationship between them, this won’t be enough.
Here are some examples of where comparisons are made between the products in the IELTS task 1
graph, and the language of comparison is highlighted in black:
 It can clearly be seen that ActiveX was the most popular computer package to
download, whilst Net was the least popular of the three
 ActiveX and Java showed a similar trend, with both gradually increasing from week 1 to week 5
 However, the purchases of Active X remained significantly higher than for the other product over
this time frame.
 In week 1, purchases of ActiveX stood at around 75, 000, while those for Java were about
50,000 lower.
 Java also increased at a steady rate, finishing the period at 80,000
 The product that was downloaded the least was Net. This began at slightly under 40,000, and, in
contrast to the other two products, fell over the next two weeks
 It then increased sharply over the following two weeks to finish at about 50,000, which was well
below that of ActiveX
Grouping the Data
– It is a good idea to divide your answer into paragraphs so it is well organized. To do this, you
should group similar things together into paragraphs or sections.
– If you look at the chart, you will see that ActiveX and Java have a similar pattern, both steadily
increasing over the period (apart from the slight fall of ActiveX in week 4), so these could be put
together:
 To begin, ActiveX and Java showed a similar trend, with both gradually increasing from
week 1 to week 5. However, the purchases of Active X remained significantly higher than
for the other product over this time frame. In week 1, purchases of ActiveX stood at around
75,000, while those for Java were about 50,000 lower. With the exception of a slight fall in
week 4, downloading of ActiveX kept rising until it reached a peak in the final week of just
over 120,000. Java also increased at a steady rate, finishing the period at 80,000.
o On the other hand, Net is the lowest and it has a different pattern – falling and then rising again.
So this could be described in another paragraph:
 The product that was downloaded the least was Net. This began at slightly under 40,000,
and, in contrast to the other two products, fell over the next two weeks to a low of
approximately 25,000. It then increased sharply over the following two weeks to finish at
about 50,000, which was well below that of ActiveX.
o There is usually more than one way to group the data for an IELTS task 1, so this needs to be
your decision.
Lesson 3: Describing an IELTS Pie Chart

o This lesson will provide you with tips and advice on how to write an IELTS pie chart for task 1.
o To begin, take a look at the pie chart below, and then answer the quiz questions.

The pie charts show the main reasons for migration to and from the UK in 2007.
Summarize the information by selecting and reporting the main features and make
comparisons where relevant.
IELTS Pie Chart Quiz
– What is the best way to organize your answer?

– Write one paragraph about immigration and one about emigration
– Write about the pie charts together, comparing each of the reasons
– What tense should you use to write about the IELTS pie chart?
Past
Present
– Can you talk about ‘increases’ and ‘decreases’ when describing the information?
Yes
No
Now take a look at a model answer:
Sample Answer:
The pie charts illustrate the primary reasons that people came to and left the UK in 2007. At first glance,
it is clear that the main factor influencing this decision was employment.
Having a definite job accounted for 30 per cent of immigration to the UK, and this figure was very similar
for emigration, at 29%. A large number of people, 22%, also emigrated because they were seeking for a
job, though the proportion of people entering the UK for this purpose was noticeably lower at less than a
fifth.
Another major factor influencing a move to the UK was for formal study, with over a quarter of people
immigrating for this reason. However, interestingly, only a small minority, 4%, left for this.
The proportions of those moving to join a family member were quite similar for immigration and emigration,
at 15% and 13% respectively. Although a significant number of people (32%) gave ‘other’ reasons or did
not give a reason why they emigrated, this accounted for only 17% with regards to immigration.
(173 words)
As you can see, the pie chart description is easy to follow. Here are some key points in organizing your
answer.
Choose the most important points to write about first

– These will be the largest ones. As you can see in the model answer, definite job, looking for
work, and formal study were all written about first, in order of importance, as these are the main
reasons that were chosen for moving. Items such as ‘other’ are usually less important and account
for small amounts, so can be left till the end.
Make it easy to read

– When you write a task 1, you should always group information in a logical way to make it easy to
follow and read.
– With an IELTS pie chart, the most logical thing to do is usually to compare categories
together across the charts, focusing on similarities and differences, rather than writing about each
chart separately. If you write about each one separately, the person reading it will have to keep
looking between the paragraphs in order to see how each category differs.
Vary your language

– As with any task 1, this is important. You should not keep repeating the same structures.
– The key language when you write about pie charts is proportions and percentages. Common
phrases to see are "the proportion of…" or "the percentage of…"However; you can also use other
words and fractions.
– These are some examples from the model answer:
 A large number of people
 over a quarter of people
 a small minority
 A significant number of people
 less than a fifth
This table presents some examples of how you can change percentages to fractions or ratios:
Percentage Fraction
80% four-fifths
75% three-quarters
70% seven in ten
65% two-thirds
60% three-fifths
55% more than half
50% half
45% more than two fifths
40% two-fifths
35% more than a third
30% less than a third
25% a quarter
20% a fifth
15% less than a fifth
10% one in ten
5% one in twenty
If the percentages are not exact as above, then you can use qualifiers to make sure your description
remains accurate. Here are some examples:
Percentage Qualifier
77% just over three quarters
77% approximately three quarters
49% just under a half
49% nearly a half
32% almost a third
This table presents some examples of how you can change percentages to other phrases:
proportion / number / amount /

Percentage
majority / minority
75% - 85% a very large majority
65% - 75% a significant proportion
10% - 15% a minority
5% a very small number
Lesson 4: IELTS Process Diagram

– It is less common in the writing test, but sometimes you will get an IELTS process diagram to
describe. This should follow the same format as any task 1:
– Introduce the diagram 2.Give an overview of the main point/s 3.Give the detail
What is an IELTS Process Diagram?

To begin, look at this question:
The diagram illustrates the process that is used to manufacture bricks for the building
industry.
where relevant.
– A process will have a number of stages that are in time order. So you should start at the
beginning, and describe each stage through to the last one.
– In the example above, this is fairly clear. It begins with the digging of the clay, and ends with
delivery.
– Processes are not always this clear, and you may have to look more carefully to spot the
beginning, and there may also be two things happening at the same time.
– So it is important that you look at other sample processes to get a good understanding of how
they can vary.
Introduce the Diagram

– As with any task 1, you can begin by paraphrasing the rubric:
“The diagram explains the way in which bricks are made for the building industry.
Highlight the main points

– An IELTS process diagram is different to a line, bar, pie chart or table in that there are not usually
key changes or trends to identify. However, you should still give an overview of what is taking
place.
– The ‘public band descriptors’ state that to achieve a band 6 or more for ‘task response’ the
student must provide an overview in a task 1.
– As there are no trends to comment on, you can make a comment on, for example, the number of
stages in the process and how it begins and ends:
“Overall, there are eight stages in the process, beginning with the digging up of clay and culminating in
delivery.”
Giving the detail

– Now you need to explain the IELTS process diagram, and there are two key aspects of language
associated with this:
Time Connectors
– A process is a series of events, one taking place after the other. Therefore, to connect your
stages, you should use ‘time connectors’. Here is the rest of the answer with the time connectors
highlighted (notice that you simply go from the beginning to the end of the process):
 To begin, the clay used to make the bricks is dug up from the ground by a large digger. This
clay is then placed onto a metal grid, which is used to break up the clay into smaller pieces.
A roller assists in this process.
 Following this, sand and water are added to the clay, and this mixture is turned into bricks by
either placing it into a mould or using a wire cutter. Next, these bricks are placed in an oven
to dry for 24 – 48 hours.
 In the subsequent stage, the bricks go through a heating and cooling process. They are
heated in a kiln at a moderate and then a high temperature (ranging from 200c to 1300c),
followed by a cooling process in a chamber for 2 – 3 days. Finally, the bricks are packed and
delivered to their destinations.
– These are some common IELTS process diagram connectors:
To begin / First of all / Initially /

Following this/that / Later
Next /Then / After / After that
Before**
Subsequently
Finally / At last / At the end
– ** If you use before, this means that you will be mentioning a later stage before an earlier stage,
so you need to use it carefully. If you can use it properly though, it will get noticed.
Here is an example using stages four and five:
“Before being dried in the oven, the mixture is turned into bricks by either placing it into a mould or using
a wire cutter.”
The Passive
– When we describe an IELTS process, the focus is on the activities, NOT the person doing them.
– When this is the case, we use the passive voice, not the active.
– Most sentences use this structure:
– Subject + Verb + Object
– (S) A large digger (V) digs up (O) the clay in the ground.
– In the active voice (as above), the digger is doing the verb i.e. the digger is doing the digging.
– When we use the passive voice, we make the object (the clay) the subject, and make the subject
(the digger) the object. We also add in the verb ‘to be’ and the past participle (or Verb 3).
o (S) The clay in the ground (V) is dug up (O) by the digger.
– So throughout most of your description for your IELTS process diagram, you should be using the
passive voice.
– This is difficult as some verbs cannot take the passive. For example, 'to go' cannot be passive, so
it is kept in the active voice:
– ...the bricks go through a heating and cooling process.
– This is why you need to make sure you practice the passive so you know exactly how to use it.
– Also, as you will see from the description, it is more usual to comment on who or what is doing
the action so the 'by...." phrase is excluded.
– Here is the same example description with uses of the passive highlighted:
 To begin, the clay (which is) used to make the bricks is dug up from the ground by a large
digger. This clay is then placed onto a metal grid, which is used to break up the clay into
smaller pieces. A roller assists in this process.
 Following this, sand and water are added to the clay, and this mixture is turned into bricks by
either placing it into a mould or using a wire cutter. Next, these bricks are placed in an oven
to dry for 24 – 48 hours.
 In the subsequent stage, the bricks go through a heating and cooling process. They are
heated in a kiln at a moderate and then a high temperature (ranging from 200c to 1300c),
followed by a cooling process in a chamber for 2 – 3 days. Finally, the bricks are
packed and delivered to their destinations.
Varying your Language

– Sometimes it may be appropriate just to use the same language that you are given in the IELTS
process diagram to describe it, but you should try to vary it.
– You may be able to use nouns from the diagram as your verbs.
– For example, the noun packaging in stage seven becomes:
 Finally, the bricks are packed.
Lesson 5: IELTS Bar and Line Graph

– This is an example of an IELTS bar and line graph together. It is not uncommon to get two
graphs to describe at the same time in the IELTS test.
– It can look a bit scary at first. However, when you look more closely, you'll see it is probably no
more difficult than having one graph.
– Take a look at the question and the graph:

The line graph shows visits to and from the UK from 1979 to 1999, and the bar graph shows
the most popular countries visited by UK residents in 1999.
where relevant.
Introduction
– When you state what the graph shows, mention both of them.
– Here is a sample first sentence of the introduction:
 The line graph illustrates the number of visitors in millions from the UK who went abroad
and those that came to the UK between 1979 and 1999, while the bar chart shows which
countries were the most popular for UK residents to visit in 1999.
– Remember to write this in your own words and not to copy from the question. Next you need to
mention the key points from the graph. When you do this, mention the most interesting things
from each:
 Overall, it can be seen that visits to and from the UK increased, and that France was the
most popular country to go to.
Body Paragraphs
– If there are two graphs and a lot of information, you will have to be careful not to describe
everything as you may then have too much information.
– Also, the examiner is looking to see that you can select the important things and not describe
every single detail.
– So the key skill when you have two graphs is being able to pick out the important information or
summarize things in a concise way, otherwise you will end up writing too much and probably run
out of time.
– Here is an example description for the bar and line graph:
 To begin, the number of visits abroad by UK residents was higher than for those that came to
the UK, and this remained so throughout the period. The figures started at a similar amount,
around 10 million, but visits abroad increased significantly to over 50 million, whereas the
number of overseas residents rose steadily to reach just under 30 million.
 By far the most popular countries to visit in 1999 were France at approximately 11 million
visitors, followed by Spain at 9 million. The USA, Greece, and Turkey were far less popular at
around 4, 3 and 2 million visitors respectively.
– As you can see, the first paragraph discusses the line graph and the second the bar chart.
– You will not usually need to mix up the descriptions. This will only make things complicated and
difficult to follow. Writing about the first one and then the second one is ok.
Lesson 6: Describing Graph Trends

– This exercise introduces some common vocabulary and grammar needed for describing graph
trends.
– The language that can be used for describing graphs in IELTS is extensive. This lesson introduces
some of the most common language used.
– It also shows you how it can be used grammatically in sentences.
Vocabulary for Describing Graph Trends
Word Part of Speech Example Sentence
verb: to increase, is increasing, has Total expenditure increased from $33,611m to

increased, increased $39,165m from 1995 to 1996.
increase
noun: an increase of $5,554m From 1995 to 1996, there was an increase in
an increase in spending of $5,554m expenditure of $5,554m.
verb: to decrease, is decreasing, has Expenditure on primary education decreased from

decreased, decreased 22.2% to 21.5% from 1995 to 1996.
decrease
noun: a decrease of 0.7% From 1995 to 1996, there was a decrease in
a decrease in spending of 0.7% expenditure of 0.7%.
Total expenditure rose from $33,611m to $39,165m

verb: to rise, is rising, has risen, rose
from 1995 to 1996.
Rise
noun: a rise of $5,554m From 1995 to 1996, there was a rise in expenditure
a rise in spending of $5,554m of $5,554m.
Expenditure on primary education fell from 22.2% to

verb: to fall, is falling, has fallen, fell
21.5% from 1995 to 1996.
Fall
noun: a fall of 0.7% From 1995 to 1996, there was a fall in expenditure
a fall in spending of 0.7% of 0.7%.
verb: to drop, is dropping, has dropped, Expenditure on primary education dropped from
dropped 22.2% to 21.5% from 1995 to 1996.
Drop
noun: a drop of 0.7% From 1995 to 1996, there was a drop in expenditure
a drop in spending of 0.7% of 0.7%.
After an introductory clause that includes

Spending rose in all three years, increasing from
-ing some analysis; e.g. 'Spending rose in all
17.6% to 18% from 1995 to 1996, and then rising
forms three years', an '_ing' form can be used to
again to 18.2% in 1997-8.
describe numbers and dates.
Lesson 7: Bar Chart Exercise

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

The chart shows the percentage of drugs taken by girls and boys in a school in New Zealand.
where relevant.
Place the right word into the space. Make sure you write (or copy and paste) the word exactly as it
appears in the box, otherwise it will get marked as wrong.
at approximately 8% / the least / school children / are similar / gender /

in percentages / more than / equal / at the same level / percentages for /
at only 5% / around 33% / is exactly / 4% for / bar chart illustrates
The 1. …………………. information on the quantity of drugs 2. …………………. in New Zealand take, divided
by 3. …………………. and measured 4. …………………. . Overall, it is immediately apparent that hashish or marijuana
is used 5. …………………. any of the other drugs, whereas LSD is used 6. …………………. . At first glance we can
see that boys take more drugs than girls for 6 out of 7 of the drugs listed, however an 7.
…………………. number of boys and girls take cocaine.
To begin with, boys use more hashish or marijuana than girls at 8. …………………. and 29% respectively.
Following this, boys take heroin, opium or morphine 9. …………………. but girls 10. ………………….
On the other hand, the 11. …………………. amphetamines and solvents 12. …………………. for both boys and girls
at 2% and 3% for girls and 13. …………………. both drugs for boys. Next, the pattern for LSD and medical
drugs 14. …………………. the same for both genders at 1% for girls and 3% for boys. Finally, boys and girls
take cocaine 15. …………………. 4%.
Bar Chart Exercise - Answer

The 1. Bar chart illustrates information on the quantity of drugs 2.school children in New Zealand take,
divided by 3. Gender and measured 4. In percentage. Overall, it is immediately apparent that hashish or
marijuana is used 5. More than any of the other drugs, whereas LSD is used 6. The least. At first glance
we can see that boys take more drugs than girls for 6 out of 7 of the drugs listed, however
an 7. Equal number of boys and girls take cocaine.
To begin with, boys use more hashish or marijuana than girls at 8.around 33% and 29% respectively.
Following this, boys take heroin, opium or morphine 9. at approximately 8%, but girls 10. at only 5%.
On the other hand, the 11. numbers for amphetamines and solvents12. are similar for both boys and girls
at 2% and 3% for girls and13. 4% for both drugs for boys. Next, the pattern for LSD and medical
drugs 14. is exactly the same for both genders at 1% for girls and 3% for boys. Finally, boys and girls
take cocaine 15. at the same level, 4%.
Lesson 8: Line Graph Worksheet - Gap Fill

– This line graph worksheet helps you with the language of change that is very commonly needed to
write about graphs, bar charts and tables in IELTS task 1.
– Firstly, take a look at the graph and check you understand it. What does it show? What are the
main trends? What are some important details?
– Then look at the line graph answer and carefully work out which word from the drop down menu
fits in the gap.
Line Graph Worksheet - Gap Fill

The line graph illustrates the amount of spreads consumed from 1981 to 2007, in grams.
The graph shows the quantity of margarine, low fat spreads and butter consumed between 1981 and
2007. The quantities are measured in grams. Over the period 1981 to 2007 as a whole, there
was 1. …………………… in the consumption of butter and margarine and a 2. …………………… in the consumption of
low fat-fat spreads.
Butter was the most popular fat at the beginning of the period, and consumption 3. …………………… of about
160 grams per person per week in about 1986. After this, there was 4. …………………… .
The consumption of margarine began lower than that for butter at 90 grams. Following this, in 1991,
it 5. …………………… that of butter for the first time, but after 1996 there was 6. …………………… in the amount
consumed, which seemed set to continue.
Low–fat spreads were introduced in 1996, and they saw 7. …………………… in their consumption from that time,
so that by about 2001 they were 8. …………………… than either butter or margarine.
IELTS Line Graph Worksheet - Full Answer

The graph shows the quantity of margarine, low fat spreads and butter consumed between 1981
and 2007. The quantities are measured in grams. Over the period 1981 to 2007 as a whole, there was 1.
a significant decrease in the consumption of butter and margarine and a 2. a marked increase in the
consumption of low fat-fat spreads.
Butter was the most popular fat at the beginning of the period, and consumption 3.reached a peak of
about 160 grams per person per week in about 1986. After this, there were 4. a sharp decline.
The consumption of margarine began lower than that for butter at 90 grams. Following this, in 1991, it
5. exceeded that of butter for the first time, but after 1996 there was6. a steady downward trend in the
amount consumed, which seemed set to continue.
Low–fat spreads were introduced in 1996, and they saw 7. a significant rise in their consumption from that
time, so that by about 2001 they were 8. more popular than either butter or margarine.
Lesson 9: Compare and Contrast Language for Graphs

– The purpose of this lesson is to introduce you to compare and contrast language which is needed
to write about graphs.
To begin, take a look at the graph below.
a) Which country has the highest level of pollution?
b) Which country has the lowest?
– The country with the highest level of pollution is USA and the country with the lowest is New
Zealand.
Comparative and Superlative Adjectives
– Being able to compare and contrast data is an essential skill for IELTS writing, especially in Task
1. Comparatives and superlatives are one common way to do this.
– Comparatives are used to compare two things:
o Leopards are faster than tigers.
– Superlatives are used to compare one thing against a group of others:
o The leopard is the largest of the four big cats.
Here are the basics of how they are formed:
Example Word Comparative Superlative
Words with one syllable high higher the highest
more
the most productive
Words with three syllables or more productive productive
the least productive
less productive
Words ending in –y wealthy wealthier the wealthiest
Short words ending with a

hot hotter the hottest
consonant/vowel/consonant
Irregular good better the best
Other Important Language

– Comparatives and superlatives are useful to compare and contrast, but they won't be enough.
– Here are some other useful words and structures:
Transitions:
– The Middle East produces high levels of oil; however, Japan produces none.
– The USA produces large amounts of natural gas. In contrast, South Korea produces none.
– European countries make great use of solar power. On the other hand, most Asian countries use
this method of power generation very little.
Subordinating Conjunctions
– The Middle East produces high levels of oil, whereas / while Japan produces none.
– Whereas / While the Middle East produces high levels of oil, Japan produces none.
– Although the Middle East produced 100 tons oil, Japan produced none.
Other Structures
– Developing countries are more reliant on alternative energy production than developed countries.
– Solar power accounts for far less of the total energy production than gas or coal does.
– Hydropower is not as efficient as wind power.
– Like Japan, South Korea does not produce any natural gas.
– The Middle East produces twice as much oil as Europe.
– Western countries consume three times more oil than the Middle East.
– Russia consumes slightly more oil than Germany.
– The UAE produced the same amount of oil as Saudi Arabia.
Using Approximate Data

– When you compare and contrast, you also need to learn phrases so you can refer to data that is
not exact.
For example:
7.1 “just over 7 million tones”
6.9 “approximately 7 million tones”
65.6 “nearly 70 million tones”
“almost 70 million tones”
Compare and Contrast Language Practice: What is being compared?

Natural Gas Consumption and Production, 2001
Country Consumption* Production*
The USA 588.9 500.0
The United Kingdom 86.1 97.3
The Former Soviet Union 7.1 0.4
The UAE 30.0 35.9
Australia 19.1 28.0
Japan 68.6 0
New Zealand 4.9 5.1
South Korea 18.9 0
China 24.3 25.0
*in millions of tones
Look at the compare and contrast language in the drop down box and choose the correct word to
complete the sentences.
1. New Zealand consumed the ………………… gas at approximately 5 million tones.
2. The former Soviet Union produced the ………………… amount at 0.4 million tones.
3. The USA was the ………………… consumer and producer of gas at 600 million tones and 500
respectively.
4. The USA consumed and produced ………………… natural gas than any other country.
5. South Korea produced 18.9 millions tones of gas; ………………… , it consumed none.
6. China’s consumption and production of oil were ………………… at 24.3 and 25.0 respectively.
7. The USA, the Former Soviet Union, Japan and South Korea all consumed more
gas ………………… they produced.
8. Australia consumed four ………………… gases than New Zealand.
9. ………………… Zealand produced 5.1 million tones of gas, South Korea produced none.
10. New Zealand consumed ………………… 5 million tones of gas.
Lesson 10: IELTS Graphs a Common Mistake

Look carefully at the IELTS graphs below and their titles. Underneath each is a brief descriptive sentence
about the graphs.
What is wrong with them?
From 1975 to 2000, hamburgers increased dramatically from 10 to 100 times per year. At the same time,
fish and chips fell significantly to just under 40.
 While buses fell from just over 25% to around 16% in 2000, cars increased dramatically to over
35%. Meanwhile, bikes fell over this time frame.
– Did you find what the errors were?

– Can hamburgers increase and fish and chips fall? Can a car increase, or a bus and a bike fall?
– No, but the consumption of hamburgers or fish and chips can fall or rise, and the use of a car,
bike or bus can increase or decrease.
– There are a number of ways that the sentences in the IELTS graphs could have been written
correctly, but here are some possibilities:
o From 1975 to 2000, the consumption of hamburgers increased dramatically from 10 to 100
times per year. At the same time, the number of times that fish and chips were eaten fell
significantly to just under 40.
o While bus usage fell from just over 25% to around 16% in 2000, cars as a mode of
travel increased dramatically to over 35%. Meanwhile, the use of bikes fell over this time
frame.
– When you are analyzing your task 1 before you write about it, look very carefully to identify what
the subject is i.e. what is it exactly that is being measured? A common mistake when writing
about IELTS graphs in task 1 of the test is to get the subject wrong. The first graph is about
the consumption of fast foods. The second graph is about the use of four types of transport.
Getting this wrong will significantly detract from your response to the task.
Lesson 11: IELTS Task 1 Line Graph

– In this lesson we'll look at an IELTS task 1 line graph in order to help you understand how to deal
with 'age groups' and to show you how it is possible to organize an answer in different ways.
– What is important when you plan a task one is to think about how you can organize your graph in
the most logical and clear way?
– This often means grouping the information in some way, and you can do this by looking for
patterns - look for similarities and differences.

The line graph shows the percentage of people of different age groups and how
they rate a set of factors in terms of importance when buying a new home.
Model Answer 1 - Organizing by Factors

The line graph illustrates the importance, measured in percentages that four ages groups place on
five different factors when they move to a new home. It is immediately apparent that a low crime rate is
the most important variable across all the age groups.
Of all the factors, the desire for a low crime rate is by far the most important. Amongst the all the
age groups, this figure stands at around 80%, with the middle aged and elderly viewing it as slightly more
important. Next, schools are seen as very important by a significant proportion of 25 to 44 year olds
although the percentages drop significantly as people get older, with just under 25% of 55 to 64 year olds
viewing this as important.
Shopping facilities, being chosen by around 13%, are not viewed with such importance as schools
and crime by the younger age groups. However, as people get older, this increases in importance to
approximately 30%, and, as would be expected, is actually more important than schools to those over 55.
Finally, although increasing in importance with age, neither parks nor public transport are viewed to
be as important as the other factors by any of the groups.
(Words:- 201)
Comments
– As you can see in this answer to the IELTS task 1 line graph, the candidate has organized the
answer mainly around the 'factors'.
– Each one is described in turn, starting with the most important, low crime. Less is said about those
that are not viewed as so important (parks and public transport).
– Notice that the graph does not talk about each factor in isolation, but makes
comparisons across the factors and groups. For example:
 Of all the factors, the desire for a low crime rate is by far the most important.
 Shopping facilities are not viewed with such importance as schools and crime by the
younger age groups.
– With an IELTS task 1 line graph you should always avoid simply discussing each point on a graph
with no reference of how it relates to the other points.
Model Answer 2 - Organizing by Age Groups

The line graph illustrates the importance, measured in percentages that four ages groups place on five
different factors when they move to a new home. It is immediately apparent that a low crime rate is the
most important variable across all the age groups.
The factors that are very important when purchasing a new house are very similar for the first two age
groups. A low crime rate represents the greatest percentage of these groups at around 80%, though it is
slightly higher for those aged 35 to 44. A school as a factor is again very similar at around 60% for the
younger age group, but dropping to around 45-50% for 35 to 44 year olds. A much lower percentage rate
shopping, parks and public transport as important.
Turning to those aged over 45, low crime accounted for the largest proportion at approximately 80%,
similar to those of a younger age. In constant to the younger groups though, schooling was far less
important, falling to below 25% for those aged over 55. This older group rated them as less important
than shopping facilities. In fact, shopping facilities, parks and public transport all become more important
factors as people get older. (Words:- 201)
Comments
– This IELTS task 1 line graph has been organized primarily around the age groups.
– The candidate has decided that the first two age groups are fairly similar and so can be grouped
together, and the second two age group have similarities.
– The differences between the under 44s and over 44s have also been highlighted. For example:
 Turning to those aged over 45, low crime accounted for the largest proportion at
approximately 80%, similar to those of a younger age.
Summary
– This lesson has been about how to write about age groups and examples of how answers may be
organized differently.
– Although this was about an IELTS task 1 line graph, it applies to any graphs or charts in task 1,
such as bar graphs or pie charts.
– You need to make sure that you spend a few minutes analyzing the graph and deciding on the
best way to organize it so it will be easy to follow when the examiner reads it.
Lesson 12: IELTS Table Gap Fill Exercise

– The aim of this lesson is to use an IELTS table gap fill exercise to improve your vocabulary
knowledge and flexibility when you are describing a table.
– However, although the information is presented here as a table, this is the same language were it
to be presented as another type of graph such as a bar chart or pie chart.
– So it provides you with practice generally for writing about graphs that are not over time.
– Read the question and look at the table. Then decide which word should be placed in the gap.
IELTS Table Gap Fill Exercise

The table illustrates the proportion of monthly household income five European
countries spend on food and drink, housing, clothing and entertainment.
Proportion of household income five European countries spend on food and drink, housing, clothing
and entertainment.
Food and
Countries Housing Clothing Entertainment
drink
France 25% 31% 7% 13%
Germany 22% 33% 15% 19%
UK 27% 37% 11% 11%
Turkey 36% 20% 12% 10%
Spain 31% 18% 8% 15%
Words choices:
it is evident that However shows a quarter on the largest
the remaining ranging between respectively While much less on
The table 1. …………………………… the amount of household income that five countries in Europe spend per month
on four items. Overall, 2. …………………………… all five countries spend the majority of their income on food and
drink and housing, but 3. …………………………… clothing and entertainment.
Housing is 4. …………………………… expenditure item for France, Germany and the UK, with all of them spending
around one 5. third of their income on this, at 30%, 33% and 37%, …………………………… . In contrast, they
spend around 6. …………………………… food and drink. 7. …………………………… , this pattern is reversed for Turkey and
Spain, who spend around a fifth of their income on housing, but approximately one third on food and
drink.
All five countries spend much less on 8. …………………………… two items. France and Spain spend the least, at
less than 10%, 9. …………………………… the other three countries spend around the same
amount, 10. …………………………… 13% and 15%. At 19%, Germany spends the most on entertainment, whereas
UK and Turkey spend approximately half this amount, with France and Spain between the two.
Answers
The table 1. Shows the amount of household income that five countries in Europe spend per month on
four items. Overall, 2. it is evident that all five countries spend the majority of their income on food and
drink and housing, but 3. much less on clothing and entertainment.
Housing is 4. the largest expenditure item for France, Germany and the UK, with all of them spending
around one third of their income on this, at 30%, 33% and 37%, 5. respectively. In contrast, they spend
around 6. a quarter on food and drink. 7. However, this pattern is reversed for Turkey and Spain, who
spend around a fifth of their income on housing, but approximately one third on food and drink.
All five countries spend much less on 8. the remaining two items. France and Spain spend the least, at
less than 10%, 9. while the other three countries spend around the same amount, 10. ranging
between 13% and 15%. At 19%, Germany spends the most on entertainment, whereas UK and Turkey
spend approximately half this amount, with France and Spain between the two.
Prepositions for graphs

– It is very important that you know how to correctly use prepositions in the IELTS writing task 1.
– Certain prepositions go with certain words when you use the language of change.
– If you put them in the wrong place or use the wrong preposition you may confuse what you are
trying to say.
– First, take a look at this graph model answer and notice how some of the prepositions are used.
They have been highlighted.
Sample Task 1 Answer
The line graph compares the number of car thefts per thousand of the population in four
countries from 1990 to 1999. Overall, it can be seen that car thefts were far higher in Great Britain
than in the other three counties throughout the whole time frame.
To begin, car thefts in Sweden, France and Canada followed a fairly similar pattern over the first five
years, all remaining at between 5 and 10 per thousand. The general trend though for France and
Canada was a decline in the number of vehicles stolen over the period, with both at around 6 in 1999.
In contrast, Sweden experienced an upward trend, starting the period at approximately 8, and
finishing at just under 15.
Interestingly, car thefts in Great Britain started at 18 per thousand, which far exceeded that of the other
countries. It then fluctuated over the next nine years, reaching a peak of 20 thefts per 1000 in 1996,
and ending the period slightly lower than where it began, at approximately 17 per thousand.
Practice
– Now, take a look at the sentences below. Decide which preposition from the box should go in the
gap and write it in.
– Write in small letters and do not leave any gaps or your answer may get marked as wrong.
with At in By at
to Between from To of
1. In May, the price of gold rose slightly ………….. $1,500.

2. Holidays to foreign destinations remained constant …………..about 85,000 per month for the last two
months of the year.
3. Profits increased ………….. 4 million dollars to 6 million dollars last year.
4. From 2001 to 2010, the price of electricity has increased ………….. 125%.
5. Bike sales reached a peak ………….. 20,000 in September.
6. There is a sharp increase in traffic levels from 8am to 9am, ………….. nearly 3000 cars traveling on the
road.
7. The last decade has seen a steep increase ………….. the number of people diagnosed with diabetes.
8. At the start of the year, the turnover of the company stood ………….. £1.3 million.
9. During the summer, student numbers at the school fluctuate ………….. 150 and 170 per week.
10. Following this, the number then fell ………….. a low of 20 per month.
Answers
1. to 2. at 3. from 4. by 5. of 6. with 7. in 8. at 9. between 10. to
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© Plant Education Foundation IELTS Writing Task-I (Lessons) 2017

IELTS Writing Task 1 (Academic)

Words/Phrases (Vocabulary), Language/Structures,

By Durga Singh Rana

Lesson 1: IELTS Vocabulary for Academic IELTS Writing Task 1 (part 1)

The general format for writing academic writing task 1 is as follows:

Vocabulary for the Introduction Part:

Starting Presentation Type Verb Description

General Statement Part (Overview)

A good General statement should always have these parts.

In general, In common, Generally speaking, Overall, It is obvious, As is observed, As a general trend, As

The structure of the IELTS Academic Writing Task 1 (Report Writing):

Vocabulary to Start the Report Body:

– As is presented in the diagram(s)/ graph(s)/ pie chart(s)/ table...

Vocabulary to show the changes:

Vocabulary to represent changes in graphs:

Type of Change Adverb form Adjective form

Steady change Steadily/ ceaselessly. steady/ ceaseless.

Slight change slightly / slowly / mildly / slight / slow / mild / tedious.

– The population of the country dramatically increased in the last decade.

Vocabulary to represent frequent changes in graphs:

Type of Change Verb form Noun form

Types of Changes/ Differences and Vocabulary to present them:

Great change / Huge difference:

Big change / Big difference:

Medium change / Moderate difference:

Minor change / Small difference:

Dates, Months & Years related vocabulary and grammar:

Percentage, Portion and Numbers:

72% = A significant majority, A significant proportion.89% = A very large proportion.

Words/ Phrases of Approximation - Vocabulary:

Coherence and Cohesion:

Grammatical Range and Accuracy:

Lesson 2: Describing a Graph Over Time

You should spend about 20 minutes on this task.

Grouping the Data

Lesson 3: Describing an IELTS Pie Chart

You should spend about 20 minutes on this task.

IELTS Pie Chart Quiz

– What is the best way to organize your answer?

Now take a look at a model answer:

Choose the most important points to write about first

Make it easy to read

Vary your language

70% seven in ten

55% more than half

45% more than two fifths

35% more than a third

30% less than a third

15% less than a fifth

10% one in ten

77% just over three quarters

77% approximately three quarters

49% just under a half

49% nearly a half

32% almost a third

proportion / number / amount /

75% - 85% a very large majority