The charts detail the percentages and numbers for visitors to and from the UK from 1979 to 1999. Looking from an overall perspective, it is readily apparent that both travel directions increased, in particular those leaving the UK. Among the most popular destinations, nearby countries in western Europe were most common, followed distantly by the United States and locales further away in eastern Europe.
In 1979, around 12 million UK citizens travelled abroad, a data point that rose steadily to reach 10 million by 1986 before a surge to 30 million over the next year. From 1988, there was a precipitous and consistent climb until a peak of 55 million in 1999 was recorded. The number of individuals coming to the UK grew at steady intervals as well, though to a much less extent as these statistics more than doubled from 10 million at the beginning of the period to approximately 22 million by the end.
In terms of the preferred destinations, most English people travelled to France (14 million), followed by Spain (13 million) and then the United States, Greece and Turkey all received under 3 million visitors.
Analysis
1. The charts detail the percentages and numbers for visitors to and from the UK from 1979 to 1999. 2. Looking from an overall perspective, it is readily apparent that both travel directions increased, in particular those leaving the UK. 3. Among the most popular destinations, nearby countries in western Europe were most common, followed distantly by the United States and locales further away in eastern Europe.
Paraphrase what the bar chart shows.
Write a clear overview summarising the differences and the overall trend.
This one is a little complex so it needs a second sentence for the overview.
1. In 1979, around 12 million UK citizens travelled abroad, a data point that rose steadily to reach 10 million by 1986 before a surge to 30 million over the next year. 2. From 1988, there was a precipitous and consistent climb until a peak of 55 million in 1999 was recorded. 3. The number of individuals coming to the UK grew at steady intervals as well, though to a much less extent as these statistics more than doubled from 10 million at the beginning of the period to approximately 22 million by the end.
Begin writing about the data for the first categories.
Compare between each sentence.
Include all the data.
1. In terms of the preferred destinations, most English people travelled to France (14 million), followed by Spain (13 million) and then the United States, Greece and Turkey all received under 3 million visitors.
Write about the final other parts of the graph – include everything!
Vocabulary
What do the words in bold below mean?Make some notes on paper to aid memory and then check below.
The charts detail the percentages and numbers for visitors to and from the UK from 1979 to 1999. Looking from an overall perspective, it is readily apparent that both travel directionsincreased, in particular those leaving the UK. Among the most popular destinations, nearby countries in western Europe were most common, followed distantly by the United States and locales further away in eastern Europe.
In 1979, around 12 million UK citizens travelled abroad, a data point that rose steadily to reach 10 million by 1986 before a surge to 30 million over the next year. From 1988, there was a precipitous and consistent climb until a peak of 55 million in 1999 was recorded. The number of individuals coming to the UK grew at steady intervals as well, though to a much less extent as these statistics more than doubled from 10 million at the beginning of the period to approximately 22 million by the end.
In terms of the preferred destinations, most English people travelled to France (14 million), followed by Spain (13 million) and then the United States, Greece and Turkey all received under 3 million visitors.
Answers
For extra practice, write an antonym (opposite word) on a piece of paper to help you remember the new vocabulary:
detail show
percentages proportions
numbers figures
Looking from an overall perspective, it is readily apparent that overall
travel directionsincreased going to and from went up
in particular especially
Among concerning / within
destinations places you are going to
nearby next to
commonprevalent
followed distantly by after that a lot further behind
locales further away in destinations a greater distance from that
abroad in other countries
data point figure
rose steadily to reach went up a lot to get to
before a surge to prior to a big increase to
precipitous and consistent climb until a peak of fast and stead rise to a high point of
recorded detailed
at steady intervals consistently
though to a much less extent not as much
more than doubled 200%+
at the beginning of the period to approximately from the start to around
I recommend getting a pencil and piece of paper because that aids memory. Then write down the missing vocabulary from my sample answer in your notebook:
The charts d____l the p__________s and n__________s for visitors to and from the UK from 1979 to 1999. L______________________________________________________t both t______________________________d, i_____________r those leaving the UK. A______g the most popular d____________s, n_________y countries in western Europe were most c___________n, f___________________________y the United States and l____________________________n eastern Europe.
In 1979, around 12 million UK citizens travelled a________d, a d_________t that r_______________________h 10 million by 1986 b____________o 30 million over the next year. From 1988, there was a p____________________________________f 55 million in 1999 was r_________d. The number of individuals coming to the UK grew a_________________________s as well, t_____________________________t as these statistics m_________________d from 10 million a______________________________________y 22 million b___________d.
I____________f the p______________________s, most English people travelled to France (14 million), f_________________y Spain (13 million) and then the United States, Greece and Turkey all r__________________r 3 million visitors.
Listening Practice
Learn more about this topic by watching from YouTube below and practice with these activities:
This is my IELTS writing task 2 sample answer essay on the topic of media instead of peer pressure from the real IELTS exam.
I write the essays on my blog for free for all students. If you want to support me to keep making materials, sign up for my full, exclusive IELTS EBooks here:
Young people are often influenced in their behaviors by others in the same age group. Some argue that peer pressure is important while others feel it has distinct disadvantages.
Do the disadvantages of peer pressure outweigh the advantages?
Peer pressure refers to the influence young individuals experience within the same age group, affecting their behaviors. This essay will critically evaluate the drawbacks and benefits of peer pressure on young people.
Peer pressure often leads young individuals to engage in risky behaviors. For instance, teenagers may feel compelled to experiment with drugs due to the effect of their peers who engage in such activities. The desire to fit in and be accepted can override their better judgment, exposing them to serious short-term health risks and potential addiction later in life. Moreover, succumbing to negative peer pressure can adversely affect academic performance, as students may prioritize social acceptance over their studies. This desire for approval can result in poor grades, limited educational opportunities, and long-term negative consequences.
On the other hand, positive peer pressure can inspire young individuals to set higher goals, adopt healthier habits, and strive for academic excellence. Many teenagers are pressured by their peers to join a study group, leading to improved learning outcomes and academic success. Relatedly, supportive friends can inspire young individuals to engage in physical fitness activities or pursue positive hobbies and talents, promoting a healthier and more well-rounded lifestyle. This sense of camaraderie and mutual encouragement fostered within positive peer groups can contribute significantly to personal growth and self-confidence. Actively seeking out positive and active peer groups and engaging in behaviors aligned with one’s personal values can help mitigate the adverse effects of negative peer pressure while harnessing the advantages of positive influence.
In conclusion, although peer pressure encourages risky behaviors and hinders personal growth, the motivational and emotional advantage make it a positive on the whole. Ultimately, striking some degree of balance between independence and positive peer interactions is crucial to minimizing the disadvantages and embracing the benefits.
Analysis
1. Peer pressure refers to the influence young individuals experience within the same age group, affecting their behaviors. 2. This essay will critically evaluate the drawbacks and benefits of peer pressure on young people.
Paraphrase the overall essay topic.
Write a clear opinion. Read more about introductions here.
1. Peer pressure often leads young individuals to engage in risky behaviors. 2. For instance, teenagers may feel compelled to experiment with drugs due to the effect of their peers who engage in such activities. 3. The desire to fit in and be accepted can override their better judgment, exposing them to serious short-term health risks and potential addiction later in life. 4. Moreover, succumbing to negative peer pressure can adversely affect academic performance, as students may prioritize social acceptance over their studies. 5. This desire for approval can result in poor grades, limited educational opportunities, and long-term negative consequences.
Write a topic sentence with a clear main idea at the end.
Explain your main idea.
Develop it with specific or hypothetical examples.
Keep developing it fully.
Use specific examples.
1. On the other hand, positive peer pressure can inspire young individuals to set higher goals, adopt healthier habits, and strive for academic excellence. 2. Many teenagers are pressured by their peers to join a study group, leading to improved learning outcomes and academic success. 3. Relatedly, supportive friends can inspire young individuals to engage in physical fitness activities or pursue positive hobbies and talents, promoting a healthier and more well-rounded lifestyle. 4. This sense of camaraderie and mutual encouragement fostered within positive peer groups can contribute significantly to personal growth and self-confidence. 5. Actively seeking out positive and active peer groups and engaging in behaviors aligned with one’s personal values can help mitigate the adverse effects of negative peer pressure while harnessing the advantages of positive influence.
Write a new topic sentence with a new main idea at the end.
Explain your new main idea.
Include specific details and examples.
Add as much information as you can and make sure it links logically.
Finish the paragraph strong.
1. In conclusion, although peer pressure encourages risky behaviors and hinders personal growth, the motivational and emotional advantage make it a positive on the whole. 2. Ultimately, striking some degree of balance between independence and positive peer interactions is crucial to minimizing the disadvantages and embracing the benefits.
Summarise your main ideas.
Include a final thought. Read more about conclusions here.
Vocabulary
What do the words in bold below mean?Make some notes on paper to aid memory and then check below.
Peer pressurerefers to the influence young individuals experience within the same age group, affecting their behaviors. This essay will critically evaluate the drawbacks and benefits of peer pressure on young people.
Peer pressure often leads young individuals to engage in risky behaviors. For instance, teenagers may feel compelled to experiment with drugs due to the effect of their peers who engage in such activities. The desire to fit in and be accepted can override their better judgment, exposing them to serious short-term health risks and potential addiction later in life. Moreover, succumbing to negative peer pressure can adversely affect academic performance, as students may prioritize social acceptance over their studies. This desire for approval can result in poor grades, limited educational opportunities, and long-term negative consequences.
On the other hand, positive peer pressure can inspire young individuals to set higher goals, adopt healthier habits, and strive for academic excellence. Many teenagers are pressured by their peers to join a study group, leading to improved learning outcomes and academic success. Relatedly, supportive friends can inspire young individuals to engage in physical fitness activities or pursue positive hobbies and talents, promoting a healthier and more well-rounded lifestyle. This sense of camaraderie and mutual encouragement fostered within positive peer groups can contribute significantly to personal growth and self-confidence. Actively seeking out positive and active peer groups and engaging in behaviors aligned with one’s personal values can help mitigate the adverse effects of negative peer pressure while harnessing the advantages of positive influence.
In conclusion, although peer pressure encourages risky behaviors and hinders personal growth, the motivational and emotional advantage make it a positive on the whole. Ultimately, striking some degree of balance between independence and positive peer interactions is crucial to minimizing the disadvantages and embracing the benefits.
Answers
For extra practice, write an antonym (opposite word) on a piece of paper to help you remember the new vocabulary:
Peer pressurerefers to Social influence
influence Unsafe actions
within the same age group People the same age
affecting Impacting
behaviors How you act
critically evaluate Have a good opinion about
drawbacks Disadvantages
benefits Advantages
risky behaviors Dangerous actions
feel compelled to experiment with Are obligated to try
due to Because of
engage in Participate in
desire to fit in Need for belonging
be accepted Feel part of a group
override Ignore
better judgment Sound reasoning
exposing Being vulnerable to
serious short-term health risks Grave immediate health dangers
potential addiction later in life Possible future dependency
engage in physical fitness activities Participate in exercise routines
pursue positive hobbies and talents Follow constructive interests and abilities
promoting a healthier and more well-rounded lifestyle Advocating for a balanced and wholesome way of living
sense of camaraderie Feeling of comradeship
mutual encouragement fostered within positive peer groups Helping each other out within a friend circle
contribute significantly to personal growth and self-confidence Play a major role in individual development and self-assurance
Actively seeking out positive and active peer groups Energetically pursuing supportive and proactive social circles
engaging in behaviors aligned with one’s personal values Participating in actions that resonate with personal principles
mitigate Lessen negatives
adverse Bad
harnessing Utilizing
encourages Promotes
hinders personal growth Impedes individual development
motivational Inspiring
emotional Sentimental
make it a positive on the whole Turn it into an overall positive experience
Ultimately In the end
striking some degree of balance between independence and positive peer interactions Finding a middle ground between being independent and engaging in positive social interactions
I recommend getting a pencil and piece of paper because that aids memory. Then write down the missing vocabulary from my sample answer in your notebook:
P_____________________o the i__________e young individuals experience w_________________________p, a__________g their b__________s. This essay will c____________________e the d_____________s and b______s of peer pressure on young people.
Peer pressure often leads young individuals to engage in r__________________s. For instance, teenagers may f________________________________________h drugs d_______o the effect of their peers who e_________n such activities. The d___________________n and b_____________d can o_________e their b_____________t, e_____________g them to s________________________________s and p_____________________________e. Moreover, s_____________o negative peer pressure can a____________________________e, as students may p________________________________________r their studies. This d__________________l can r_____________________s, l_______________________________________s, and l____________________________________s.
O__________________d, positive peer pressure can i____________e young individuals to s_________________s, a_____________________________s, and s_________________________e. Many teenagers are p_____________y their peers to j________________________p, leading to i________________________s and a________________s. R________y, s_______________e friends can i________e young individuals to e_____________________________s or p______________________________________s, p_____________________________________________e. This s________________________e and m___________________________________________________s can c_________________________________________________________________________________e. A________________________________________________________________________s and e________________________________________________________s can help m_________e the a_________e effects of negative peer pressure while h__________g the advantages of positive influence.
In conclusion, although peer pressure e________________s risky behaviors and h________________________h, the m___________________l and e___________l advantage m__________________________e. U____________y, s_________________________________________________________________________________________________s is c_______l to m___________g the disadvantages and e_______________g the benefits.
Listening Practice
Learn more about this topic by watching from YouTube below and practice with these activities:
Do you prefer to have a lot of friends or a small group of friends?
What do you usually do with your friends?
Do you have a best friend?
How do friends in your country stay in touch?
Writing Practice
Practice with the related IELTS essay topics below
Many people argue that in order to improve educational quality, high school students should be encouraged to question and offer criticisms on their teachers. Others think this will lead to a loss of respect and discipline in the classroom.
This is my IELTS writing task 2 sample answer essay on the topic of media instead of cookery, dressmaking, and woodworking from the real IELTS exam.
I write the essays on my blog for free for all students. If you want to support me to keep making materials, sign up for my full, exclusive IELTS EBooks here:
Schools should focus on academic success and passing examinations. Skills such as cookery, dressmaking and woodworking should not be taught at school as it is better to learn these from family.
To that extent do you agree or disagree?
A rapidly evolving world necessitates fundamental changes to educational institutions. While traditional subjects like mathematics, science, and literature are undoubtedly important, I strongly believe that schools should also incorporate practical skills such as cookery, dressmaking, and woodworking into their curricula.
On the one hand, teaching practical skills at home enables students to acquire essential life skills that are often overlooked in traditional academic settings. For instance, many parents consider it a responsibility to teach their children knowledge of nutrition, meal planning, and culinary techniques. By learning to prepare their own meals, young people can gain a deep understanding of healthy eating habits, portion control, and the value of balanced nutrition. These skills not only contribute to their physical well-being but also empower them to make informed choices about their diet, leading to a lifelong impact on their health. This process is best done in families where habits can form in the long-term.
However, incorporating practical skills into the curriculum promotes a well-rounded education catering to diverse needs and interests. Not all students excel in academics, and by providing alternatives, schools can tap into the potential of students who might otherwise feel marginalized or disengaged. For example, a student who struggles with academic subjects might discover a natural talent and passion for woodworking. By nurturing their interest and providing opportunities to develop their woodworking skills, the student gains a feeling of purpose and accomplishment, boosting their overall engagement and motivation. In a fashion class, a student can learn to design, measure, cut, and sew garments. Both classes instill a sense of pride if students can produce useful wood objects or wear garments they have crafted themselves.
In conclusion, rather than relying on families, schools should prioritize incorporating practical skills into the curriculum while also maintaining rigorous standards for the current core subjects. By doing so, students will have a more comprehensive education that equips them with both theoretical knowledge and practical expertise.
Analysis
1. A rapidly evolving world necessitates fundamental changes to educational institutions. 2. While traditional subjects like mathematics, science, and literature are undoubtedly important, I strongly believe that schools should also incorporate practical skills such as cookery, dressmaking, and woodworking into their curricula.
Paraphrase the overall essay topic.
Write a clear opinion. Read more about introductions here.
1. On the one hand, teaching practical skills at home enables students to acquire essential life skills that are often overlooked in traditional academic settings. 2. For instance, many parents consider it a responsibility to teach their children knowledge of nutrition, meal planning, and culinary techniques. 3. By learning to prepare their own meals, young people can gain a deep understanding of healthy eating habits, portion control, and the value of balanced nutrition. 4. These skills not only contribute to their physical well-being but also empower them to make informed choices about their diet, leading to a lifelong impact on their health. 5. This process is best done in families where habits can form in the long-term.
Write a topic sentence with a clear main idea at the end.
Explain your main idea.
Develop it with specific or hypothetical examples.
Keep developing it fully.
Use specific examples.
1. However, incorporating practical skills into the curriculum promotes a well-rounded education catering to diverse needs and interests. 2. Not all students excel in academics, and by providing alternatives, schools can tap into the potential of students who might otherwise feel marginalized or disengaged. 3. For example, a student who struggles with academic subjects might discover a natural talent and passion for woodworking. 4. By nurturing their interest and providing opportunities to develop their woodworking skills, the student gains a feeling of purpose and accomplishment, boosting their overall engagement and motivation. 5. In a fashion class, a student can learn to design, measure, cut, and sew garments. 6. Both classes instill a sense of pride if students can produce useful wood objects or wear garments they have crafted themselves.
Write a new topic sentence with a new main idea at the end.
Explain your new main idea.
Include specific details and examples.
Add as much information as you can and make sure it links logically.
Finish the paragraph strong.
Develop your examples – don’t run away from them.
1. In conclusion, rather than relying on families, schools should prioritize incorporating practical skills into the curriculum while also maintaining rigorous standards for the current core subjects. 2. By doing so, students will have a more comprehensive education that equips them with both theoretical knowledge and practical expertise.
Summarise your main ideas.
Include a final thought. Read more about conclusions here.
Vocabulary
What do the words in bold below mean?Make some notes on paper to aid memory and then check below.
A rapidly evolving worldnecessitates fundamental changes to educational institutions. While traditional subjects like mathematics, science, and literature are undoubtedly important, I strongly believe that schools should also incorporate practical skills such as cookery, dressmaking, and woodworking into their curricula.
On the one hand, teaching practical skills at home enables students to acquire essential life skills that are often overlooked in traditional academic settings. For instance, many parents consider it a responsibility to teach their children knowledge of nutrition, meal planning, and culinary techniques. By learning to prepare their own meals, young people can gain a deep understanding of healthy eating habits, portion control, and the value of balanced nutrition. These skills not only contribute to their physical well-being but also empower them to make informed choices about their diet, leading to a lifelong impact on their health. This process is best done in families where habits can form in the long-term.
However, incorporating practical skills into the curriculum promotes a well-rounded education catering todiverse needs and interests. Not all students excel in academics, and by providing alternatives, schools can tap into the potential of students who might otherwise feel marginalized or disengaged. For example, a student who struggles with academic subjects might discover a natural talent and passion for woodworking. By nurturing their interest and providing opportunities to develop their woodworking skills, the student gains a feeling of purpose and accomplishment, boosting their overall engagement and motivation. In a fashion class, a student can learn to design, measure, cut, and sew garments. Both classes instill a sense of pride if students can produce useful wood objects or wear garments they have crafted themselves.
In conclusion, rather than relying on families, schools should prioritize incorporating practical skills into the curriculum while also maintaining rigorous standards for the current core subjects. By doing so, students will have a more comprehensive education that equips them with both theoretical knowledge and practical expertise.
Answers
For extra practice, write an antonym (opposite word) on a piece of paper to help you remember the new vocabulary:
A rapidly evolving world A swiftly changing world
necessitates Requires
fundamental changes to educational institutions Basic reforms to schools
I recommend getting a pencil and piece of paper because that aids memory. Then write down the missing vocabulary from my sample answer in your notebook:
A_______________________dn________________________________________________________s. While t________________________s like mathematics, science, and literature are u_______________t, I strongly believe that schools should also i___________________s such as c__________y, d____________g, and w_____________g into their c_________a.
On the one hand, teaching practical skills at home e_______s students to a_________________________s that are often o_________________________________s. For instance, many parents c________r it a r____________y to teach their children k____________e of n_______n, m___________g, and c__________________s. By learning to p__________________________s, young people can g__________________________________________________s, p___________________l, and the v______________________n. These skills not only c____________e to their physical well-being but also e_________r them to m_________________s about their d____t, leading to a l____________t on their health. This p__________s is best done in families where h_______________________________m.
However, incorporating practical skills into the curriculum p__________s a w___________________________________________od____________________________s. Not all students e_____l in academics, and by p__________________________s, schools can t____________________f students who might o_____________e feel m_____________d or d_____________d. For example, a student who s_________________h academic subjects might d_______________________t and p__________n for woodworking. By n_________g their interest and p________________________s to develop their woodworking skills, the student g________________________________________________t, b______________________________________t and m___________n. In a fashion class, a student can learn to d__________n, m_______e, c___t, and s_____________s. Both classes i______________________e if students can produce u_____________________s or w____________s they have c________d themselves.
In conclusion, rather than r________________s, schools should p____________e incorporating practical skills into the curriculum while also m______________________________r the current core subjects. By doing so, students will have a more c_________________________n that e_________s them with both t________________________________e.
Listening Practice
Learn more about this topic by watching from YouTube below and practice with these activities:
Practice with the related IELTS essay topics below:
Some people say that at all levels of education, from primary school to university, too much time is spent on learning facts and not enough on learning practical skills.
IELTS Task 1: Share of Income Earned by Top 1 Percent
The line chart shows the total percentage of income earned by the top 1% of the population in 7 different countries from 1975 to 2015. Looking from an overall perspective, it is readily apparent that wealth distribution became more unequal over time, particularly in the United States and to a lesser extent in Germany, Canada and the UK. Distributions were more equal in the other nations though they increased overall.
In terms of the countries with the greatest increases, the United States rose steadily from 8% in 1975 to 9% by 1986 before a precipitous climb to 13% over the next several years and a surge with occasional fluctuations over the remainder of the period to finish at around 18%. The rises for Germany, the UK, and Canada followed similar though slightly lower trajectories with only the former beginning high (11%) and all 3 nations finishing with comparable dips to near 13% in 2015.
For the nations with more marginal rises, there were similar declines to near 2% for France, Japan, and Italy for the first decade in question prior to steady rises in the 1980s. In 1990, France and Japan fell again to around 3%, though all 3 countries recovered and continued to increase consistently until the end of the period, with final figures just below 5%.
Analysis
1. The line chart shows the total percentage of income earned by the top 1% of the population in 7 different countries from 1975 to 2015. 2. Looking from an overall perspective, it is readily apparent that wealth distribution became more unequal over time, particularly in the United States and to a lesser extent in Germany, Canada and the UK. 3. Distributions were more equal in the other nations though they increased overall.
Paraphrase what the bar chart shows.
Write a clear overview summarising the differences and the overall trend.
This one is a little complex so it needs a second sentence for the overview.
1. In terms of the countries with the greatest increases, the United States rose steadily from 8% in 1975 to 9% by 1986 before a precipitous climb to 13% over the next several years and a surge with occasional fluctuations over the remainder of the period to finish at around 18%. 2. The rises for Germany, the UK, and Canada followed similar though slightly lower trajectories with only the former beginning high (11%) and all 3 nations finishing with comparable dips to near 13% in 2015.
Begin writing about the data for the first categories.
Compare between each sentence.
1. For the nations with more marginal rises, there were similar declines to near 2% for France, Japan, and Italy for the first decade in question prior to steady rises in the 1980s. 2. In 1990, France and Japan fell again to around 3%, though all 3 countries recovered and continued to increase consistently until the end of the period, with final figures just below 5%.
Write about the final other parts of the graph – include everything!
Compare the categories.
Vocabulary
What do the words in bold below mean?Make some notes on paper to aid memory and then check below.
The line chart shows the total percentage of income earned by the top 1% of the population in 7 different countries from 1975 to 2015. Looking from an overall perspective, it is readily apparent thatwealth distribution became more unequal over time, particularly in the United States and to a lesser extent in Germany, Canada and the UK. Distributions were more equal in the other nations though they increased overall.
In terms of the countries with the greatest increases, the United States rose steadily from 8% in 1975 to 9% by 1986 before a precipitousclimb to 13% over the next several years and a surge with occasional fluctuations over the remainder of the period to finish at around 18%. The rises for Germany, the UK, and Canada followed similar though slightly lower trajectories with only the former beginning high (11%) and all 3 nations finishing with comparable dips to near 13% in 2015.
For the nations with more marginal rises, there were similar declines to near 2% for France, Japan, and Italy for the first decade in questionprior to steady rises in the 1980s. In 1990, France and Japan fell again to around 3%, though all 3 countries recovered and continued to increase consistently until the end of the period, with final figures just below 5%.
Answers
For extra practice, write an antonym (opposite word) on a piece of paper to help you remember the new vocabulary:
total percentage of income earned by amount of money made by
Looking from an overall perspective, it is readily apparent thatwealth distribution overall
unequal not equal, uneven
particularly in especially for
to a lesser extent somewhat true but not as true for
Distributions now it is allocated
though but
In terms of regarding
rose steadily increased consistently
before a precipitousclimb to prior to a big rise to reach
surge with occasional fluctuations over the remainder of the period to finish at around increased a lot with an erratic trend for the rest of the time to end at
rises increases
followed similar though slightly lower trajectories went in the same direction but a little lower
the former the one mentioned first
finishing with comparable dips to near ending with similar falls to close to
marginal rises small increases
similar declines to near comparable falls to close to
the first decade in questionprior to steady rises the first 10 years detailed before consistent increases
recovered came back up
continued to increase consistently until the end of the period kept going up steadily to the end
I recommend getting a pencil and piece of paper because that aids memory. Then write down the missing vocabulary from my sample answer in your notebook:
The line chart shows the t_______________________________________y the top 1% of the population in 7 different countries from 1975 to 2015. L___________________________________________________________________________________n became more u________l over time, p________________n the United States and t_________________t in Germany, Canada and the UK. D__________________s were more equal in the other nations t________h they increased overall.
I_____________f the countries with the greatest increases, the United States r_____________y from 8% in 1975 to 9% by 1986 b_______________________________o 13% over the next several years and a s__________________________________________________________________________________________d 18%. The r_____s for Germany, the UK, and Canada f_________________________________________________s with only t_____________r beginning high (11%) and all 3 nations f________________________________________r 13% in 2015.
For the nations with more m_______________s, there were s_______________________r 2% for France, Japan, and Italy for t______________________________________________s in the 1980s. In 1990, France and Japan fell again to around 3%, though all 3 countries r___________d and c____________________________________________________________________d, with final figures just below 5%.
Listening Practice
Learn more about this topic by watching from YouTube below and practice with these activities:
This is my IELTS writing task 2 sample answer essay on the topic of media instead of books from the real IELTS exam.
I write the essays on my blog for free for all students. If you want to support me to keep making materials, sign up for my full, exclusive IELTS EBooks here:
Schools should use films, computers and games instead of books.
To what extent do you agree or disagree?
There has been recent debate about whether classrooms should replace conventional books with more modern media such as movies, games, and computers. Although multimedia tools in education are engaging and interactive, it is crucial to prioritize the enduring value of books.
Films, computers, and games offer unique advantages in educational settings. For instance, films provide a dynamic platform to present complex concepts and historical events, making them more accessible to students through visual storytelling. Many students learn more about issues such as slavery through movies like “Twelve Years a Slave” than from textbooks. Similarly, interactive computer programs and educational games can promote active learning, problem-solving skills, and teamwork. Engaging in technology-based activities often heightens motivation and interest in a given subject compared to traditional book-based learning methodologies.
Despite the benefits of multimedia tools, books have greater value in classroom contexts. Reading books cultivates critical thinking, language proficiency, and analytical skills. Books encourage students to develop their imagination and form independent thoughts, fostering more nuanced understanding. They provide a wealth of information and perspectives that may not be readily available in multimedia formats. A well-known example of this would be Huckleberry Finn, a 19th century novel by Mark Twain that most American high school students must read. Reading such an old novel requires students to engage their mental faculties more actively than more passive contemporary media formats and therefore better advances academic and intellectual development.
Integrating films, computers, and games in education can enhance engagement and motivation, however, the lasting value of books must be given greater weight in curriculum design. By employing multimedia tools alongside traditional resources to an extent, schools can cater to different learning styles and simultaneously prioritize and preserve traditional methods of learning.
Analysis
1. There has been recent debate about whether classrooms should replace conventional books with more modern media such as movies, games, and computers. 2. Although multimedia tools in education are engaging and interactive, it is crucial to prioritize the enduring value of books.
Paraphrase the overall essay topic.
Write a clear opinion. Read more about introductions here.
1. Films, computers, and games offer unique advantages in educational settings. 2. For instance, films provide a dynamic platform to present complex concepts and historical events, making them more accessible to students through visual storytelling. 3. Many students learn more about issues such as slavery through movies like “Twelve Years a Slave” than from textbooks. 4. Similarly, interactive computer programs and educational games can promote active learning, problem-solving skills, and teamwork. 5. Engaging in technology-based activities often heightens motivation and interest in a given subject compared to traditional book-based learning methodologies.
Write a topic sentence with a clear main idea at the end.
Explain your main idea.
Develop it with specific or hypothetical examples.
Keep developing it fully.
Use specific examples.
1. Despite the benefits of multimedia tools, books have greater value in classroom contexts. 2. Reading books cultivates critical thinking, language proficiency, and analytical skills. 3. Books encourage students to develop their imagination and form independent thoughts, fostering more nuanced understanding. 4. They provide a wealth of information and perspectives that may not be readily available in multimedia formats. 5. A well-known example of this would be Huckleberry Finn, a 19th century novel by Mark Twain that most American high school students must read. 6. Reading such an old novel requires students to engage their mental faculties more actively than more passive contemporary media formats and therefore better advances academic and intellectual development.
Write a new topic sentence with a new main idea at the end.
Explain your new main idea.
Include specific details and examples.
Add as much information as you can and make sure it links logically.
Finish the paragraph strong.
Develop your examples – don’t run away from them.
1. Integrating films, computers, and games in education can enhance engagement and motivation, however, the lasting value of books must be given greater weight in curriculum design. 2. By employing multimedia tools alongside traditional resources to an extent, schools can cater to different learning styles and simultaneously prioritize and preserve traditional methods of learning.
Summarise your main ideas.
Include a final thought. Read more about conclusions here.
Vocabulary
What do the words in bold below mean?Make some notes on paper to aid memory and then check below.
There has been recent debate about whether classrooms should replace conventional books with more modern media such as movies, games, and computers. Although multimedia tools in education are engaging and interactive, it is crucial to prioritize the enduring value of books.
Films, computers, and games offer unique advantages in educational settings. For instance, films provide a dynamic platform to present complex concepts and historical events, making them more accessible to students through visual storytelling. Many students learn more about issues such as slavery through movies like “Twelve Years a Slave” than from textbooks. Similarly, interactive computer programs and educational games can promote active learning, problem-solving skills, and teamwork. Engaging in technology-based activities often heightensmotivation and interest in a given subject compared to traditional book-based learning methodologies.
Despite the benefits of multimedia tools, books have greater value in classroom contexts. Reading books cultivates critical thinking, language proficiency, and analytical skills. Books encourage students to develop their imagination and form independent thoughts, fostering more nuanced understanding. They provide a wealth of information and perspectives that may not be readily available in multimedia formats. A well-known example of this would be Huckleberry Finn, a 19th century novel by Mark Twain that most American high school students must read. Reading such an old novel requires students to engage their mental faculties more actively than more passive contemporary mediaformats and therefore better advances academic and intellectual development.
Integrating films, computers, and games in education can enhance engagement and motivation, however, the lasting value of books must be given greater weight in curriculum design. By employing multimedia tools alongside traditional resources to an extent, schools can cater to different learning styles and simultaneously prioritize and preserve traditional methods of learning.
Answers
For extra practice, write an antonym (opposite word) on a piece of paper to help you remember the new vocabulary:
There has been recent debate about whether Many people are questioning if
replace conventional books take the place of normal learning with textbooks
modern media games, videos, etc.
multimedia tools different forms of presenting information
engaging interesting
interactive more active
it is crucial to prioritize we must focus more on
enduring value of books lasting importance of books
offer unique advantages in educational settings special features in classrooms
a dynamic platform versatile way to present
present complex concepts show complicated ideas
historical events things that happened in the past
more accessible to more people like to use them
visual storytelling using pictures / images
issues such as slavery problems like how people were forced to work without pay
textbooks classroom books
Similarly relatedly
interactive computer programs games you can play
promote active learning, problem-solving skills encourage engaging learning and figuring things out
teamwork working with others
Engaging in technology-based activities often heightensmotivation using computers is more fun for students
a given subject compared to any class relative to
book-based learning methodologies learning from textbooks
Despite the benefits of multimedia regardless of the advantages of games, computers, etc.
greater value in classroom contexts more importance in education
books cultivates critical thinking books encourage deep thinking
language proficiency learning a language
analytical skills analysing something
encourage motivate
imagination creativity
form independent thoughts think all on your own
nuanced understanding complex way of interpreting
provide a wealth of information and perspectives lots of different ways of seeing something
readily available in multimedia formats can be found in many kinds of media
A well-known example of this would be a famous instance is
19th century 1800-1900
engage their mental faculties more actively make you think more
passive contemporary mediaformats not actively using the brain
better advances academic and intellectual development enables more progress
Integrating combining
lasting value of enduring importance of
given greater weight in curriculum design more significance when designing courses
employing using
alongside with
to an extent somewhat
cater to different learning styles work for all kinds of students
simultaneously prioritize and preserve traditional methods of learning at the same time give importance to old-school ways of learning
I recommend getting a pencil and piece of paper because that aids memory. Then write down the missing vocabulary from my sample answer in your notebook:
T_________________________________________r classrooms should r______________________________s with more m______________________a such as movies, games, and computers. Although m____________________s in education are e_____________g and i_______________e, i_________________________e the e_______________________________s.
Films, computers, and games o____________________________________________s. For instance, films provide a_____________________________________m to p_______________________s and h_____________________s, making them m______________________o students through v_________________g. Many students learn more about i__________________________y through movies like “Twelve Years a Slave” than from t______________s. S___________y, i________________________s and educational games can p___________________g, p___________________________s, and t__________k. E_______________________________________________________________n and interest in a___________________________________o traditional b__________________________________s.
D__________________________________a tools, books have g______________________________s. Reading b_______________________________g, l____________________________y, and a_____________s. Books e______________e students to develop their i______________n and f_________________________s, fostering more n___________________________g. They p__________________________________________s that may not be r_______________________________________________s. A_______________________e Huckleberry Finn, a 1______________y novel by Mark Twain that most American high school students must read. Reading such an old novel requires students to e_______________________________________________y than more p__________________________________________s and therefore b___________________________________________________t.
I______________g films, computers, and games in education can enhance engagement and motivation, however, the l_______________f books must be g_______________________________________n. By e___________g multimedia tools a_____________e traditional resources t_____________t, schools can c__________________________________s and s___________________________________________________________________________g.
Listening Practice
Learn more about this topic by watching from YouTube below and practice with these activities:
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