This is an IELTS writing task 2 sample answer essay on the topic of banning mobile phones in public from the real IELTS exam.
Here is a similar question from the exam on mobile phones.
Be sure that you check out my exclusive IELTS Ebooks and materials on Patreon here (and recommend a friend if you can!).
Dave
IELTS Writing Task 2 Sample Answer Essay: Banning Mobile Phones in Public Places
Many people think that mobile phones should be banned in public places such as libraries, shops and public transport.
Do you agree or disagree?
Real Past IELTS Exam Essay
There have been recent calls for the regulation of mobile phones in public areas. In my opinion, though this would have a positive effect on social interactions, a complete ban is unrealistic and impractical.
Those in favour of such sweeping reforms can point to reduced communication in society. Look inside any public space, whether it be a library, a store, a bus, or a park, and most likely the majority of individuals will be staring at their phones. This stands in stark contrast to the days before smartphones when people had to resort to talking to each other, or, at worst, reading a book to curb social anxiety. In the last two decades, mobiles have greatly reduced chance encounters, potential friendships, and conversations with both strangers and friends. The long-term effects of this are still unknown but it is safe to say that future generations will be less sociable and dynamic and more isolated and passive.
Nonetheless, banning phones in public is purely theoretical as they have become indispensable. Most jobs require employees to either be available by phone, for example doctors and police officers, or to use their phones throughout the day, as is common with businessmen and lawyers. This means most people must have their phone on them in public places for work reasons. Moreover, phone addiction has reached a point where nearly everyone in public is either messaging, playing a game, reading the news, or scrolling through social media. These have become important escapes for individuals and serve the practical purpose of minimising boredom during breaks and while waiting. Phones are therefore no longer a luxury but a key ingredient in daily life.
In conclusion, despite the impact of phones on social interaction, I believe a ban would interfere too much with ingrained habits. It is instead the responsibility of individuals to police their own behaviour.
Analysis
1. There have been recent calls for the regulation of mobile phones in public areas. 2. In my opinion, though this would have a positive effect on social interactions, a complete ban is unrealistic and impractical.
Write a clear opinion – don’t sit in the middle. Include your main ideas if possible.
1. Those in favour of such sweeping reforms can point to reduced communication in society. 2. Look inside any public space, whether it be a library, a store, a bus, or a park, and most likely the majority of individuals will be staring at their phones. 3. This stands in stark contrast to the days before smartphones when people had to resort to talking to each other, or, at worst, reading a book to curb social anxiety. 4. In the last two decades, mobiles have greatly reduced chance encounters, potential friendships, and conversations with both strangers and friends. 5. The long-term effects of this are still unknown but it is safe to say that future generations will be less sociable and dynamic and more isolated and passive.
Write a topic sentence with a clear main idea at the end.
Explain or begin to develop your main idea.
Making a comparison to the past is a good way to develop your idea.
Include specific details.
State the final results and don’t switch to a new main idea.
1. Nonetheless, banning phones in public is purely theoretical as they have become indispensable. 2. Most jobs require employees to either be available by phone, for example doctors and police officers, or to use their phones throughout the day, as is common with businessmen and lawyers. 3. This means most people must have their phone on them in public places for work reasons. 4. Moreover, phone addiction has reached a point where nearly everyone in public is either messaging, playing a game, reading the news, or scrolling through social media. 5. These have become important escapes for individuals and serve the practical purpose of minimising boredom during breaks and while waiting. 6. Phones are therefore no longer a luxury but a key ingredient in daily life.
Write another topic sentence with a new clear main idea.
Begin developing your idea.
State the results.
If you switch to another idea, be sure it is related to your topic sentence.
Explain/develop your ideas fully.
Finish with a strong statement.
1. In conclusion, despite the impact of phones on social interaction, I believe a ban would interfere too much with ingrained habits. 2. It is instead the responsibility of individuals to police their own behaviour.
Summarise your main ideas and repeat your opinion.
There have been recent calls for the regulation of mobile phones in public areas. In my opinion, though this would have a positive effect on social interactions, a complete ban is unrealistic and impractical.
Those in favour of such sweeping reforms can point to reduced communication in society. Look inside any public space, whether it be a library, a store, a bus, or a park, and most likely the majority of individuals will be staring at their phones. This stands in stark contrast to the days before smartphones when people had to resort to talking to each other, or, at worst, reading a book to curb social anxiety. In the last two decades, mobiles have greatly reduced chance encounters, potential friendships, and conversations with both strangers and friends. The long-term effects of this are still unknown but it is safe to say that future generations will be less sociable and dynamic and more isolated and passive.
Nonetheless, banning phones in public is purely theoretical as they have become indispensable. Most jobs require employees to either be available by phone, for example doctors and police officers, or to use their phones throughout the day, as is common with businessmen and lawyers. This means most people must have their phone on them in public places for work reasons. Moreover, phone addiction has reached a point where nearly everyone in public is either messaging, playing a game, reading the news, or scrolling through social media. These have become important escapes for individuals and serve the practical purpose of minimising boredom during breaks and while waiting. Phones are therefore no longer a luxury but a key ingredient in daily life.
In conclusion, despite the impact of phones on social interaction, I believe a ban would interfere too much with ingrained habits. It is instead the responsibility of individuals to police their own behaviour.
Answers
recent calls people asking for
regulation rules about
public areas libraries, parks, etc.
positive effect good impact
social interactions talking to people
complete ban totally restricting
unrealistic not likely
impractical can’t really happen
in favour of preferring
sweeping reforms big changes
reduced communication less talking to each other
public space outside the home
whether it be if it is… or
most likely often
majority most of
staring looking at
stands in stark contrast to big difference to
resort have to use
at worst worst case scenario
curb social anxiety be calm in public
greatly reduced chance encounters much fewer opportunities for new meetings
potential friendships possible relationships
long-term effects how things will be impacted in the future
unknown still up in the air
it is safe to say that will likely be true that
less sociable not as friendly
dynamic active, malleable
isolated alone
passive not active
purely theoretical only works in theory/as an idea
There have been r_________________s for the r_______________n of mobile phones in p________________s. In my opinion, though this would have a p_________________t on s____________________s, a c________________n is u________________c and i________________l.
Those i_________________f such s___________________s can point to r____________________________n in society. Look inside any p_________________e, w__________________e a library, a store, a bus, or a park, and m________________y the m______________y of individuals will be s______________g at their phones. This s___________________________o the days before smartphones when people had to r___________t to talking to each other, or, a___________t, reading a book to c___________________y. In the last two decades, mobiles have g________________________________s, p__________________________s, and conversations with both strangers and friends. The l____________________s of this are still u______________n but i___________________________t future generations will be l__________________e and d_______________c and more i_____________d and p_____________e.
Nonetheless, banning phones in public is p____________________l as they have become i____________________e. Most jobs require employees to either be a_________________e by phone, for example doctors and police officers, or to use their phones throughout the day, a____________________h businessmen and lawyers. This means most people must h_________________________m in public places for work reasons. Moreover, p_____________________n has r______________________t where nearly everyone in public is either messaging, playing a game, reading the news, or s_______________g through social media. These have become important e_____________s for individuals and s____________________________e of m______________________m during breaks and while waiting. Phones are therefore no longer a l______________y but a k____________________t in daily life.
In conclusion, despite the impact of phones on social interaction, I believe a ban would i________________e too much with i______________________s. It is instead the responsibility of individuals to p_____________e their own behaviour.
Listening Practice
Watch the related video about a phone ban in schools below:
Reading Practice
Read about how phones may or may not have ruined a generation below:
This is an IELTS writing task 2 sample answer essay on the topic of learning the languages and customs of another country from the real IELTS exam.
Be sure to sign up for my Patreon if you are interested in more sample answers.
Dave
IELTS Writing Task 2 Sample Answer Essay: Learning Languages and Customs
Some think that students must travel to another country in order to learn its language and customs. To what extent do you agree or disagree?
Real Past IELTS Exam
Many believe that in order to become immersed in another language and culture it is important to travel to the country in question. I agree generally, though there are certain exceptions depending on the purpose for learning.
Those with an academic interest in a given culture often do not need to travel there. This is particularly true if they are researching an historic period. For example, a scholar learning about Ancient Greece going there today, will only see ruins and a radically different culture. Ancient Greek is no longer even spoken. It would be much more profitable for a student of the Ancients to learn the language fluently on their own and become steeped in their histories and classic literature. The works of Euripides, Sophocles and Herodotus will provide far greater insight into the history, culture, and language of the Ancient Greeks than the few vestiges from thousands of years ago still standing today.
Nonetheless, cases like the one detailed above are rare and most people will benefit greatly from a more immersive experience. The difference between those studying abroad and learning in their own country is illustrative. Students attempting to learn English, for example, will need to be naturally adept at languages to become fluent without living in an English-speaking country. The majority of learners will improve faster when making daily transactions in English and learning in the real world outside the classroom. The cultural advantages are also self-evident. English movies and TV shows are realistic to varying degrees but pale in comparison to having actual foreign friends and experiencing firsthand their traditions and culture.
In conclusion, apart from esoteric academic study, nothing can replace the experience of living in another country. Anyone fully committed to understanding the culture and language of another country must factor in a period of time in residence there.
Analysis
1. Many believe that in order to become immersed in another language and culture it is important to travel to the country in question. 2. I agree generally, though there are certain exceptions depending on the purpose for learning.
Paraphrase the overall topic clearly.
Write your opinion.Read here more about introductions.
1. Those with an academic interest in a given culture often do not need to travel there. 2. This is particularly true if they are researching an historic period. 3. For example, a scholar learning about Ancient Greece going there today, will only see ruins and a radically different culture. 4. Ancient Greek is no longer even spoken. 5. It would be much more profitable for a student of the Ancients to learn the language fluently on their own and become steeped in their histories and classic literature. 6. The works of Euripides, Sophocles and Herodotus will provide far greater insight into the history, culture, and language of the Ancient Greeks than the few vestiges from thousands of years ago still standing today.
Write a topic sentence with a clear main idea at the end.
Explain your main idea or begin and example.
Start to develop your example.
Vary long and short sentences.
Develop the example as fully as possible with specific ideas and results.
Continue developing until the end of the paragraph.
1. Nonetheless, cases like the one detailed above are rare and most people will benefit greatly from a more immersive experience. 2. The difference between those studying abroad and learning in their own country is illustrative. 3. Students attempting to learn English, for example, will need to be naturally adept at languages to become fluent without living in an English-speaking country. 4. The majority of learners will improve faster when making daily transactions in English and learning in the real world outside the classroom. 5. The cultural advantages are also self-evident. English movies and TV shows are realistic to varying degrees but pale in comparison to having actual foreign friends and experiencing firsthand their traditions and culture.
Write another topic sentence with another clear main idea.Read here about main ideas.
Explain your main idea, if necessary.
The more specific and clear your development, the better.
Include as many details as possible.
Finish defending your main idea – don’t switch to a new one!
1. In conclusion, apart from esoteric academic study, nothing can replace the experience of living in another country. 2. Anyone fully committed to understanding the culture and language of another country must factor in a period of time in residence there.
Repeat your opinion and summarise your main ideas.
Add a final thought/detail. Read here about writing a conclusion.
Vocabulary
What do the words in bold below mean?
Many believe that in order to become immersed in another language and culture it is important to travel to the country in question. I agree generally, though there are certain exceptions depending on the purpose for learning.
Those with an academic interest in a given culture often do not need to travel there. This is particularly true if they are researching an historic period. For example, a scholar learning about Ancient Greece going there today, will only see ruins and a radically different culture. Ancient Greek is no longer even spoken. It would be much more profitable for a student of the Ancients to learn the language fluently on their own and become steeped in their histories and classic literature. The works of Euripides, Sophocles and Herodotus will provide far greater insight into the history, culture, and language of the Ancient Greeks than the few vestiges from thousands of years ago still standing today.
Nonetheless, cases like the one detailed above are rare and most people will benefit greatly from a more immersive experience. The difference between those studying abroad and learning in their own country is illustrative. Students attempting to learn English, for example, will need to be naturally adept at languages to become fluent without living in an English-speaking country. The majority of learners will improve faster when making daily transactions in English and learning in the real world outside the classroom. The cultural advantages are also self-evident. English movies and TV shows are realistic to varying degrees but pale in comparison to having actual foreign friends and experiencing firsthand their traditions and culture.
In conclusion, apart from esoteric academic study, nothing can replace the experience of living in another country. Anyone fully committed to understanding the culture and language of another country must factor in a period of time in residence there.
Answers
immersed completely part of
in question relevant here
generally overall
certain exceptions some cases outside the rule
purpose reason
academic interest scholarly interest
a given culture the nation in question
particularly true especially the case
historic period part of history
scholar researcher, student
Ancient Greece the Greeks from thousands of years ago
ruins old buildings, monuments
radically different culture completely different culture
Ancient Greek the language of the Ancient Greeks
profitable benefit more from
Ancients Ancient peoples
on their own by themselves
steeped in immersed in
classic literature old books
works classic literature
provide far greater insight a lot more helpful
vestiges remnants
still standing today not yet gone
nonetheless regardless
cases like the one detailed above examples such as the one just mentioned
rare only sometimes
benefit greatly get a lot out of
more immersive experience more deeply a part of
illustrative shows
naturally adept have a knack for
fluent able to speak well
majority most of
daily transactions paying for things in daily life
Many believe that in order to become i______________d in another language and culture it is important to travel to the country i_______________n. I agree g______________y, though there are c______________________s depending on the p________________e for learning.
Those with an a______________________t in a_____________________e often do not need to travel there. This is p______________________e if they are researching an h_____________________d. For example, a s_____________r learning about A____________________e going there today, will only see r________s and a r_____________________________e. A___________________k is no longer even spoken. It would be much more p_______________e for a student of the A__________________s to learn the language fluently o_______________n and become s__________________n their histories and c____________________e. The w_________s of Euripides, Sophocles and Herodotus will p________________________t into the history, culture, and language of the Ancient Greeks than the few v______________s from thousands of years ago s________________________y.
N_______________s, c____________________________________e are r______e and most people will b___________________y from a m__________________________e. The difference between those studying abroad and learning in their own country is i__________________e. Students attempting to learn English, for example, will need to be n____________________t at languages to become f____________t without living in an English-speaking country. The m____________y of learners will improve faster when making d______________________s in English and learning in the r_________________________________m. The cultural advantages are also s________________________t. English movies and TV shows are r____________________________s but p__________________________o having actual foreign friends and experiencing f______________d their t________________s and culture.
In conclusion, a____________m e___________________________y, n______________________e the experience of living in another country. Anyone f____________________d to understanding the culture and language of another country must f________________n a period of time i_________________e there.
Listen and check:
Listening Practice
Learn here about a day in the life of a student living abroad studying English:
Reading Practice
Learn more immersion from The New York Times here:
The newest IELTS Cambridge 15 book of practice tests and sample answers/essays has just been released and I have some tips, strategies and sample answers to help guide you through it!
There are a lot of students who study with the Cambridge IELTS books the wrong way.
The wrong way is to do practice test after practice test without any other practice.
These practice tests have two purposes:
They help you to feel familiar/comfortable with the exam.
They give you an idea of your current IELTS score and English ability.
You should use them to feel comfortable with the format and understand where your skills are now.
Do not use them to improve your English.
You might improve slightly – learn a few new words – but they are not designed to improve your English.
Some students think that they can just do test after test, book after book and their IELTS score will rise.
Your IELTS score only rises when your English ability rises (and you understanding of the test is good).
Those students are wasting their time and it leads to the feared plateau – staying at the same level for months or years.
If you want to avoid getting stuck in the same trap that gets most students read below for the proper way to use these books and some useful activities that can help your to actually improve your English, save time, and understand IELTS better!
The Right Way to Study with IELTS Cambridge 15
If you just want to have an idea of your score, it is simple: do a timed test.
Do all parts and check your answers for listening and reading.
It is harder to know about your speaking and writing scores (there’s no answer key) so you can sign up for my writing corrections or my online courses to know exactly what your scores are: writing corrections and online courses.
If you just want more sample answers from me at an affordable price, consider supporting me on Patreon.com/howtodoielts
What about if you want to become more comfortable with the IELTS exam?
Then you should do the same thing – do a test but…
You must also take time to analyse the test.
After you finish a listening test, circle the answers you got wrong.
Why did you get them wrong? Couldn’t hear the word? A vocabulary problem? Grammar?
Then listen and read to the tapescript to understand the listening better.
Underline the synonyms/paraphrases and circle the distractors.
Your awareness of IELTS is rising and it will help, for sure, on the real exam!
For reading – do the same. Focus on the questions that you got wrong.
Why did you get them wrong?
Find the synonyms/paraphrases and the little tricks. Work on the most difficult questions over and over.
For writing, check with my sample answers above and do all the practice – do the listening, the vocabulary and so on.
Commit hard to studying one answer until you understand it fully and are ready to move on.
Be sure to review whatever work you did so that you don’t forget a few days later.
Once you figure out your weak areas, it is important to vary the activities you do when studying.
If you do the same activities over and over again then you will just get good at doing the activity – and not really improve your English – you’ll end up stuck at the same English level!
Try some of these activities to avoid that for each skill:
Listening Activities with Cambridge IELTS 15
Focus on a section: Listen to section 1 (or 2 or 3 or 4) of the listening over and over again. The more times you listen, the more your listening improves. Afterwards read the tapescript carefully.
Listen and pause: This will improve your concentration skills when listening. Start to listen and pause the recording every 30 seconds. Predict what they are going to say next then listen and check. Don’t worry about the listening questions. This way you must pay very close and attention and think critically.
Before you listen: Usually you only get 30 seconds before you listen. When practicing, it can be helpful to take more time and try to write down a synonym/paraphrase for all the key words in the questions. Take your time. This activity will help with understanding paraphrasing and understanding how the test works.
Read and summarise: A lot of students struggle with matching heading questions and this activity can really help. After each paragraph take some time to write a title/short summary for the paragraph. Reread and make your summary/title more detailed.
Write your own questions: If you really want to understand IELTS, this is one of the best ways. Write your own questions! Do easy ones first – like fill in the blanks. Then later write harder ones like True/False/Not Given.
Synonyms/Paraphrases: Just like with listening, take some time to just analyse the questions without the reading. Write all the keywords on a separate piece of paper. Then write a synonym/paraphrase for each one. Then do the reading and check if you had anything similar.
For more reading practice, you can learn about reading the news to improve your IELTS score here and the difference between testing and improving your reading here.
WritingActivities with Cambridge IELTS 15
Examples: For most students examples are the key to IELTS writing. Instead of writing a fully sample answer just focus on the important skill and write examples for each question. Make each example 2-3 sentences long, fully developed and specific.
Marking an essay: Look in the back of the book at the sample essays but hide the score and the examiner’s report. Look at the IELTS band descriptors online and try to figure out the score for the essay. Then check with the examiner’s report. You’ll really understand what you need to do after this activity!
Redrafting: A lot of students move on too quickly. Write an essay, get feedback from me, then write it again and again until it is perfect. Then move on to new essays with greater understand.
SpeakingActivities with Cambridge IELTS 15
Stuck on repeat: Try answering the same question but with different answers each time. This will help improve your fluency and focus your mindset on long, detailed answers. You can see an example below:
Focus on pron: Record yourself and then play your answer back for Siri or Google Voice search or Google Docs. If the words do not come out clearly, then you need to work on them more. Keep a list of the toughest words and practice them everyday until they are perfect!
Write your own questions: Just like with reading, write new questions and answer them to understand the test better. For part 1 speaking, write personal questions. For part 2, they can be personal or a little more general. For part 3, they should not be personal questions – write general ones about other people or the world. Practice answers them.
The chart below shows what Anthropology graduates from one university did after finishing their undergraduate degree courses. The table shows the salaries of the anthropologists in work after five years. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
The pie chart details the initial occupations of Anthropology students after graduation and the table records their salaries following 5 years of work in various sectors. Overall, most graduates took full-time positions, followed by part-time jobs, unemployment, graduate study or unknown, and finally part-time work together with graduate study. The average salaries tended to be much higher for freelance consultants than those working in the government and private companies, though there were many federal workers in the highest salary bracket.
A total of 52% of graduates were employed full-time, compared to 15% for part-time, 12% unemployed, 8% categorised as unknown, 8% pursuing full-time further education, and finally 5% combining part-time work and higher education study.
Turning to the table, freelance consultants were overwhelmingly employed in the upper pay scales at 40% in both $75,000 – $99,999 and $100,000+, with just 20% making between $25,000 and $74,999. Government employees displayed a broadly similar pattern with identical figures at the two lowest pay bands, 30% in the $75,000 to $99,999 range, and 50% earning over a hundred thousand dollars a year. Private industry salaries diverged generally with 10% in the lowest income range, a striking 35% earning $50,000 to $74,999, while 25% and 30% of graduates made $75,000 – $99,999 and $100,000+, respectively.
Analysis
1. The pie chart details the initial occupations of Anthropology students after graduation and the table records their salaries following 5 years of work in various sectors. 2. Overall, most graduates took full-time positions, followed by part-time jobs, unemployment, graduate study or unknown, and finally part-time work together with graduate study. 3. The average salaries tended to be much higher for freelance consultants than those working in the government and private companies, though there were many federal workers in the highest salary bracket.
Paraphrase what the graph and table are about – mention both.
Your overview must cover all categories – that is why it is so long for this graph. Read more about writing a general overview here.
1. A total of 52% of graduates were employed full-time, compared to 15% for part-time, 12% unemployed, 8% categorised as unknown, 8% pursuing full-time further education, and finally 5% combining part-time work and higher education study.
Give all the data for the pie chart.
1. Turning to the table, freelance consultants were overwhelmingly employed in the upper pay scales at 40% in both $75,000 – $99,999 and $100,000+, with just 20% making between $25,000 and $74,999. 2. Government employees displayed a broadly similar pattern with identical figures at the two lowest pay bands, 30% in the $75,000 to $99,999 range, and 50% earning over a hundred thousand dollars a year. 3. Private industry salaries diverged generally with 10% in the lowest income range, a striking 35% earning $50,000 to $74,999, while 25% and 30% of graduates made $75,000 – $99,999 and $100,000+, respectively.
Begin to describe and compare the data for the table.
Try to group the information as much as possible.
Make sure that you cover all areas and all the data.
Vocabulary
What do the words in bold below mean?
The pie chart details the initial occupations of Anthropology students after graduation and the table records their salaries following 5 years of work in various sectors. Overall, most graduates took full-time positions, followed by part-time jobs, unemployment, graduate study or unknown, and finally part-time work together with graduate study. The average salaries tended to be much higher for freelance consultants than those working in the government and private companies, though there were many federal workers in the highest salary bracket.
A total of 52% of graduates were employed full-time, compared to 15% for part-time, 12% unemployed, 8% categorised as unknown, 8% pursuing full-time further education, and finally 5% combining part-time work and higher education study.
Turning to the table, freelance consultants were overwhelmingly employed in the upper pay scales at 40% in both $75,000 – $99,999 and $100,000+, with just 20% making between $25,000 and $74,999. Government employees displayed a broadly similar pattern with identical figures at the two lowest pay bands, 30% in the $75,000 to $99,999 range, and 50% earning over a hundred thousand dollars a year. Private industry salaries diverged generally with 10% in the lowest income range, a striking 35% earning $50,000 to $74,999, while 25% and 30% of graduates made $75,000 – $99,999 and $100,000+, respectively.
Answers
details illustrates
initial occupations first jobs
Anthropology the study of peoples, history, and culture
records details
following after
various sectors different areas
full-time positions 40 hour+ jobs
part-time jobs under 40 hours, hourly paid work
unemployment not having a job
graduate study learning for a masters or PhD
tended to be is usually
freelance consultants advisers
private companies commercial entities
federal related to the government
highest salary bracket those who made the most money
The pie chart d___________s the i______________________s of A_________________y students after graduation and the table r____________s their salaries f________________g 5 years of work in v_________________s. Overall, most graduates took f___________________s, followed by p______________________s, u___________________t, g____________________y or unknown, and finally part-time work together with graduate study. The average salaries t____________________e much higher for f__________________________s than those working in the government and p__________________________s, though there were many f_____________l workers in the h_________________________t.
A total of 52% of graduates were employed full-time, c_________________o 15% for part-time, 12% unemployed, 8% c__________________s unknown, 8% p_________________g full-time further education, and finally 5% c___________________g part-time work and higher education study.
T__________________________e, freelance consultants were o_____________________y employed in the u____________________s at 40% in both $75,000 – $99,999 and $100,000+, with just 20% making between $25,000 and $74,999. Government employees d______________d a b_________________________n with i___________________s at the two l________________________s, 30% in the $75,000 to $99,999 r__________e, and 50% e_____________g over a hundred thousand dollars a year. P____________________y salaries d______________________y with 10% in the lowest income range, a s______________g 35% earning $50,000 to $74,999, while 25% and 30% of graduates made $75,000 – $99,999 and $100,000+, r_________________________y.
Listen and check:
Listening Practice
Learn about anthropology below:
Reading Practice
Browse some recent, new discoveries in anthropology below:
The diagram below shows how instant noodles are manufactured. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
The picture details the manufacturing process for instant noodles. Overall, this entirely man-made operation can be divided into 4 main stages beginning with storage of raw ingredients, assembling the dry noodles, cooking and finally packaging for later consumption.
Instant noodles start in storage silos where the flour is kept. The flour is transported, along with water and oil from another source, to the mixers and rolled into sheets of dough beginning the assembly line steps. These sheets are cut into strips with factory machinery and then formed into compact ‘Noodles discs’ to be fried in oil, left to dry and ultimately placed in cups along with assorted vegetables and spices.
The final preparation step is to label and seal the contents so that the end product is ready for retail.
Analysis
1. The picture details the manufacturing process for instant noodles. 2. Overall, this entirely man-made operation can be divided into 4 main stages beginning with storage of raw ingredients, assembling the dry noodles, cooking and finally packaging for later consumption.
Paraphrase what the process shows.
Write an overview by dividing it into 3 or 4 main stages. Read more about analysing a process here.
1. Instant noodles start in storage silos where the flour is kept. 2. The flour is transported, along with water and oil from another source, to the mixers and rolled into sheets of dough beginning the assembly line steps. 3. These sheets are cut into strips with factory machinery and then formed into compact ‘Noodles discs’ to be fried in oil, left to dry and ultimately placed in cups along with assorted vegetables and spices.
Begin with the first part of the process.
Use the passive when writing about a process.
Make sure that you include all stages and vary long/short sentences.
1. The final preparation step is to label and seal the contents so that the end product is ready for retail.
Finish writing about all steps.
Vocabulary
What do the words in bold below mean?
The picture details the manufacturing process for instant noodles. Overall, this entirely man-made operation can be divided into 4 main stages beginning with storage of raw ingredients, assembling the dry noodles, cooking and finally packaging for later consumption.
Instant noodles start in storage silos where the flour is kept. The flour is transported, along with water and oil from another source, to the mixers and rolled into sheets of dough beginning the assembly line steps. These sheets are cut intostrips with factory machinery and then formed intocompact ‘Noodles discs’ to be fried in oil, left to dry and ultimately placed in cups along with assorted vegetables and spices.
The final preparation step is to label and seal the contents so that the end product is ready for retail.
Answers
details describes
manufacturing process how it is made in a factory
instant noodles ramen, noodles in a package
entirely man-made operation not a natural process
divided into grouped into
main primary
storage where something is kept
assembling put together
packaging the plastic/paper outside
later consumption to eat afterwards
start begin
storage silos where grains are kept after harvesting
flour ground up grains
another source somewhere else
mixers machines to combine
rolled into sheets of dough combined with water and made into a dough
assembly line steps the production process
cut intostrips sliced into long pieces
factory machinery automated assembly line
formed intocompact made into small
fried in oil cooked in fat/oil
left to dry allowed to become dry
ultimately in the end
placed in cups put in packaging
along with also with
assorted various
final preparation step last stage
label put on the image, logo, nutritional information
The picture d____________s the m__________________________s for i_________________________s. Overall, this e____________________________n can be d________________o 4 m______n stages beginning with s_____________e of raw ingredients, a______________g the dry noodles, cooking and finally p________________g for l______________________n.
Instant noodles s________t in s_________________s where the f_________r is kept. The flour is transported, along with water and oil from a_________________e, to the m____________s and r________________________h beginning the a_________________________s. These sheets are c________________s with f_____________________y and then f____________________t ‘Noodles discs’ to be f________________l, l_________________y and u______________y p_____________s a_____________h a______________d vegetables and spices.
The f___________________________p is to l_________l and s_______l the c_____________s so that the e_________________t is r_________y for r___________l.
Listen and check:
Listening Practice
Watch below more about the process of making instant noodles:
Reading Practice
Read some depressing information about instant noodles below:
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