IELTS task 1 lesson

IELTS Task 1 Lesson
Lesson 1: IELTS Task 1
Describing a Graph Over Time
This lesson explains how to describe a line graph or bar chart for IELTS task 1
that is over time. This uses an example of a bar chart, but it will be the same
for a line graph.
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 (ActiveX,
Java and Net in this case) on their own and ignore how they relate to each other.
Look at the question – you are asked to compare the data as well. So you must
also compare the elements where relevant in your IELTS task 1.
You must also group datatogether 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.
Now look at the bar chart below and read the IELTS task 1 model answer.
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.


Model Answer
The bar chart illustrates the download rate per week of ActiveX, Java and Net
computer packages over a period of five weeks. It can clearly be seen that
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 product over this time frame. In week 1,
purchases of ActiveX stood at around 75,000, while those for Java were about
30,000 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, 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
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 197)


Language of Change
As you can see, there are several examples of this in the graph, so it is
important to learn how to use these correctly in order to successfully write an
IELTS task 1 chart over time. Here are some examples:
gradually increasing
a slight fall
kept rising
reached a peak
increased at a steady rate
fell
increased sharply
a low of
finish at
stood at
finishing the period at

You will need to practice this type of language, and also make sure you know a
variety of structures to get a better score – if you keep repeating the same kind
of phrases this will show you have a more limited range of lexis and grammar.

Making Comparisons
In IELTS task 1, you must also compare the data as you are asked to do in the
rubric.
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 popularcomputer package to
download, whilst Net was the least popular of the three
ActiveX and Java showed a similar trend, with bothgradually increasing from
week 1 to week 5
However, the purchases of Active X remained significantlyhigher 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 30,000 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
30,000 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.
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.
There is usually more than one way to group the data for an IELTS task 1, so this
needs to be your decision. As long as it is logical and makes your answer easy to
follow and read, this should be ok.


Lesson 2: Describing an IELTS Pie Chart
This lesson will provide you with tips and advice on how to write an IELTS pie
chart for task 1.
To begin, take a look at the pie chart below, and then answer the quiz questions.

You should spend about 20 minutes on this task.
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.

Write at least 150 words.

IELTS Pie Chart Quiz
1. 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

2. What tense should you use to write about the IELTS pie chart?
Past
Present

3. Can you talk about ‘increases’ and ‘decreases’ when describing the
information?
Yes
No

Now take a look at a model 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 looking 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 tocompare
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

Practice these phrases in a quiz
If the percentages are not exact as above, then you can usequalifiers to make
sure your description remains accurate. Here are some examples:

Percentage

Qualifier

77%

just over

three quarters

77%

approximately
quarters

49%

just under

49%

nearly

a half

32%

almost

a third

three

a half

This table presents some examples of how you can change percentages to other
phrases:

Percentage

proportion / number / amount
/ majority / minority

75% - 85%

a very large majority

65% - 75%

a significant proportion

10% - 15%

a minority

5%

a very small number
Practice these phrases in a quiz

The words above are interchageable, though number is forcountable
nouns and amount is for uncountable nouns.
Follow this link to the writing pages to see another IELTS pie chart:


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

Follow this link about how to write a task 1.
However, there are different types of task 1 (line graphs, pie charts, maps etc)
and each requires knowledge of a certain type of language.
This lesson will look at how to write an IELTS process diagram for task 1.

What is an IELTS Process Diagram?
To begin, look at this question:

You should spend about 20 minutes on this task.
The diagram illustrates the process that is used to

manufacture bricks for the building industry.
Summarize the information by selecting and reporting the
main features and make comparisons where relevant.

Write at least 150 words.


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.


As you can see, this has been taken from the question, but it has not been
copied. You need to write it in your own words.

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 itbegins 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 connectors are the same you would use to write a graph over time when
you explain a series of changes.
These are some common IELTS process diagram connectors:

To begin
Following this
Next
Then
After
After that
Before**
Subsequently
Finally

** 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.
This is a brief explanation of how to use the passive voice, but if you are new or
unsure about using it, you should do some further study and practice.
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).
(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 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 thenplaced 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…
Follow this link from the model task 1 pages to see a full IELTS process diagram
model answer for this process.

Lesson 4:
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:

You should spend about 20 minutes on this task.
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.
Summarize the information by selecting and reporting the main
features and make comparisons where relevant.

Write at least 150 words.


These are the steps you need to take to describe a bar and line graph together
(or any two graphs) that may differ slightly from when you describe one graph.

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 countryto 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.
As with any task 1, you will need to make sure you use the right language, make
comparisons, and group data appropriately.
Follow this link to view the full graph with its model answer.


Lesson 5:
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

increase

decrease

Part of Speech

Example Sentence

Total
verb: to increase, is

expenditureincreased from
increasing, has increased,
$33,611m to $39,165m from
increased
1995 to 1996.
noun: an increase
of$5,554m
an increase in spending
of $5,554m

From 1995 to 1996 there
was an increase
inexpenditure of $5,554m.

verb: to decrease, is
decreasing, has
decreased, decreased

Expenditure on primary
education decreasedfrom
22.2% to 21.5% from 1995 to
1996.

noun: a decrease of0.7% From 1995 to 1996 there was a
a decrease in spending of decrease inexpenditure of
0.7%
0.7%.
rise

verb: to rise, is rising, has Total expenditure rosefrom

risen, rose
$33,611m to $39,165m from


1995 to 1996.
noun: a rise of $5,554m
a rise in spending of
$5,554m

From 1995 to 1996 there was a
rise in expenditure of
$5,554m.

Expenditure on primary
verb: to fall, is falling, has
education fell from 22.2% to
fallen, fell
21.5% from 1995 to 1996.

fall

noun: a fall of 0.7%
From 1995 to 1996 there was a
a fall in spending of 0.7% fall in expenditure of 0.7%.

drop

-ing
forms

Expenditure on primary
verb: to drop, is dropping, education dropped from
has dropped, dropped
22.2% to 21.5% from 1995 to
1996.
noun: a drop of 0.7%
a drop in spending of
0.7%

From 1995 to 1996 there was a
drop inexpenditure of 0.7%.

After an introductory
clause that includes some
analysis; e.g. 'Spending
rose in all three years', an
'_ing' form can be used to
describe numbers and
dates.

Spending rose in all three
years, increasing from 17.6%
to 18% from 1995 to 1996, and
then risingagain to 18.2% in
1997-8.

Practice
Have a look at the table below.
Then, to help you with describing graph trends, decide which word should go in
the gap in the example answer.

Expenditure on Education in Hong Kong 1995 to 1998

Breakdown of spending

1995-6

1996-7

1997-8

Total expenditure
($ million)

33,611

39,165

45,315

As % of government budget

17.6%

18%

18.2%


% spent on


primary education



secondary education



tertiary education

22.2%
33.7%
35.9%

21.5%
33.2%
36.7%

21.6%
33.5%
35.9%

Describing Graph Trends - Gap Fill
Public expenditure on education in Hong Kong (1) _____________ continuously
from 1995 to 1998. In academic year 1995-6 it (2)_________________
HK$33,611 million, (3)______________ to $39,165 million in 1996-7 and
$45,315 million in 1997-8. As a percentage of the government’s budget
spending on education also increased (4)______ year, from 17.6% to 18% and
then to 18.2%.

However, the percentage of expenditure spent on primary, secondary and
tertiary education did not show the same consistent (5)_______. In 1995-6
expenditure on primary education was 22.2% of the education budget, 33.7%
(6)_________ on secondary, and 35.9% on tertiary.
In 1996, (7) ____________ of 0.8% in spending on tertiary education was
finanaced by a (8)_________ in spending of 0.7% in primary and 0.5% in
secondary schooling.
In 1997-8 tertiary spending as a percent of the education budget
(9)_________to its 1995-6 level. The percentage spent on primary education
(10)__________ to 21.6% and that on secondary to 33.5%, both figures being
less than 1995-6 levels.

This lesson will hopefully have helped you with the basics of describing graph
trends and some of the different structures you can use.
Remember though this example has only used a few of the words possible for
describing change.
It's important to vary your language so look around the IELTS buddy site, for
example on the model graphs, to see what other language you can use.

Lesson 6: Bar Chart Exercise


This bar chart exercise is a gap fill to give you pratice 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
You should spend about 20 minutes on this task.
The chart shows the percentage of drugs taken by girls and

boys in a school in New Zealand.
Summarize the information by selecting and reporting the main
features and make comparisons where relevant.

Write at least 150 words.

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.
by 3.

in New Zealand take, divided
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.
and 13.

for both boys and girls at 2% and 3% for girls
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%.

Scroll down to see the full bar chart exercise answer:
Bar Chart Exercise - Answer


The 1. bar chart illustrates information on the quantity of drugs2.school
children in New Zealand take, divided by 3. gender and measured 4. in
percentages. 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 7: 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


You should spend about 20 minutes on this task.
The line graph illustrates the amount of spreads consumed
from 1981 to 2007, in grams.
Summarize the information by selecting and reporting the main
features and make comparisons where relevant.

Write at least 150 words.

Gap Fill - Choose the correct word
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.

Lesson 8: 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.
1. Which country has the highest level of pollution?
2. Which country has the lowest?

The country with the higest level of pollution is USA and the country with the
lowest is New Zealand.