IELTS WRITING SECTION

TASK 1.
You should spend about 20 minutes on this task.
Write at least 150 words.

Cambridge 09-19

CONTENT

Line Chart 01

Bar Chart 15

Pie Chart 33

Table Chart 43

Mix Chart 45

Map Chart 57

Diagram Chart 73
 Line Chart
Cambridge IELTS 9 Test 4
WRITING TASK 1
You should spend about 20 minutes on this task,
The graph below gives information from a 2008 report about consumption of energy in the
USA since 1980 with projections until 2030.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

Write at least 150 words,

1
Sample Answer:
The graph illustrates the historical and projected consumption of different types of energy in the
USA from 1980 to 2030, according to a 2008 report. This summary will delineate the main trends
observed in the data, along with pertinent comparisons.
From 1980 to 2005, consumption of petrol and oil exhibited a steady increase, making it the most
utilized energy source, followed by a projection to continue rising sharply until 2030. Coal consumption,
after a period of moderate growth until 2005, is expected to plateau. Natural gas shows a gentle
upward trend throughout the period, with an anticipated slight rise post-2005.
In contrast, nuclear energy use remained relatively stable with a slight increase towards 2005, and it is
expected to maintain this trend into 2030. Renewable energies, such as solar and wind, demonstrate
the most significant growth rate, albeit starting from a considerably lower base; their usage is projected
to accelerate sharply after 2005. Hydropower consumption has seen minimal fluctuations and is
predicted to remain stable.
Overall, while fossil fuels like petrol, oil, and coal continue to dominate US energy consumption, there is
a notable shift towards more sustainable sources, such as solar and wind energy, which are projected
to increase considerably.

Grammar Notes:
1. Tense Consistency: The essay shifts between past, present, and future projections smoothly.
2. The use of the past simple tense for historical data (e.g., “exhibited”, “remained”) and the
future for projections (e.g., “is expected”) are correct and consistent.
3. Passive Voice: Utilized appropriately in an academic context to focus on the process or fact
rather than the agent (e.g., “consumption of petrol and oil exhibited a steady increase”).

Vocabulary Activity:
• Replace the verbs “exhibited” and “shows” with synonyms that could fit the context.
• Discuss the difference in nuance between “plateau”, “remain stable”, and “level off”.
• Find alternatives for “significant” and “notable” that convey a similar level of impact but might
be used in different contexts.

2
Cambridge IELTS 11 Test 3
WRITING TASK 1
You should spend about 20 minutes on this task,
The graph below shows average carbon dioxide (C02) emissions per person in the United
Kingdom, Sweden, Italy and Portugal between 1967 and 2007.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

Write at least 150 words,

3
Sample Answer:
The graph provides a comparative analysis of average carbon dioxide (CO2) emissions per person from
1967 to 2007 in four European countries: the United Kingdom, Sweden, Italy, and Portugal. This
summary will highlight the primary trends and make relevant comparisons among the data presented.

Initially in 1967, the United Kingdom reported the highest CO2 emissions, exceeding 11 metric tonnes
per person, followed by a steady decline over the 40-year period, reaching below 9 metric tonnes by
2007. Sweden, starting just under 11 metric tonnes, experienced a more marked decrease in emissions.
By 2007, emissions were reduced to around 5.5 metric tonnes, indicating a significant environmental
shift.

Italy’s emissions trend shows a gradual increase from about 4 metric tonnes in 1967 to peak at just
under 8 metric tonnes in the late 1980s, followed by a steady decline to approximately 7 metric
tonnes by 2007. Conversely, Portugal, which had the lowest initial emissions of less than 2 metric
tonnes, saw a gradual increase over the period, surpassing 5 metric tonnes by 2007.

Overall, the data illustrates a general decline in emissions in more industrialized nations such as the
UK and Sweden, which might reflect advancements in technology and a shift towards more sustainable
practices. In contrast, less industrialized countries like Portugal showed an increase in emissions, likely
due to growth in industrial activities and energy consumption.

Grammar Notes:
1. Compound Sentences: The use of coordinating conjunctions (e.g., “followed by”) helps in
connecting clauses effectively to show continuity and effect in trends.
2. Modifiers: Proper placement of modifiers (e.g., “gradually,” “significantly”) ensures clarity and
adds detail to the descriptions of trends.

Vocabulary Activity:
• Find synonyms for “decrease,” “increase,” and “peak” that could alter the tone or formality of
the summary.
• Discuss the difference between “emissions were reduced” and “emissions decreased” in terms
of passive and active voice.
• Explore alternative phrases for “environmental shift” and “sustainable practices” to expand
vocabulary related to environmental science.

4
Cambridge IELTS 15 Test 2
WRITING TASK 1
You should spend about 20 minutes on this task,
The graph below shows the number of tourists visiting a particular Caribbean island between
2010 and 2017.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

Write at least 150 words,

5
Sample Answer:
The graph provides a detailed breakdown of the number of tourists visiting a particular Caribbean island
from 2010 to 2017, differentiated into two categories: those staying on cruise ships and those
lodging on the island.

Overall, there was a significant upward trend in the total number of tourists over the eight-year period,
with a more pronounced increase observed among those staying on the island compared to cruise ship
visitors.

Starting in 2010, about 1.25 million tourists visited the island, with the majority—approximately
1 million—opting for accommodations on the island itself. This number showed a consistent annual
increase, culminating in nearly 2.25 million by 2017. The steady growth in this segment underlines the
island’s escalating appeal as a destination for longer stays.

In contrast, the initial figure for tourists arriving by cruise ships was significantly lower, at around
250,000 in 2010. Despite this lower starting point, this visitor segment also experienced growth,
albeit at a more moderate pace, eventually reaching over 1.5 million by the end of 2017. The gradual
increase in cruise visitors suggests a steady, albeit slower, growth in this form of tourism compared
to traditional island stays.

Grammar Notes:
1. Use of Commas: Commas are used to separate clauses and to list items. Review the use of
commas after introductory phrases (e.g., “Starting in 2010,”) and in complex sentences to
ensure clarity.
2. Verb Tenses: The past simple tense is correctly used throughout to describe changes over a
specific past period. Pay attention to consistency in tense usage when describing historical
data.

Vocabulary Activity:
• Synonyms: Students can replace words like “significant” and “moderate” with synonyms
to expand their vocabulary. Suggest synonyms such as “considerable” for “significant” and
“gradual” for “moderate.”
• Phrase Variations: Encourage students to use different phrases to express increases and
decreases. For example, replace “showed a consistent annual increase” with “exhibited steady
yearly growth” or “demonstrated consistent annual rises.”
• Formality and Tone: Discuss the impact of changing “escalating appeal” to “increasing
attractiveness” and how such adjustments can affect the formality and tone of academic
writing.
• These activities aim to enhance the students’ understanding of language usage and
grammatical structures in a way that is practical for high-level English proficiency tests like the
IELTS.

6
Cambridge IELTS 17 Test 4
WRITING TASK 1
You should spend about 20 minutes on this task,
The graph below shows the number of shops that closed and the number of new shops that
opened in one country between 2011 and 2018.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

Write at least 150 words,

7
Sample Answer:
The graph displays the yearly dynamics of shop closures and openings in one country from 2011 to
2018. It provides a clear comparison between the number of businesses shutting down and those
launching during this period.

Overall, the number of shop closures showed a general decline over the years, despite some fluctuations,
while the trend for new shop openings displayed more volatility, with significant ups and downs
throughout the period. Initially, the number of closures dramatically outnumbered the openings, but
this gap narrowed significantly by the end of the period.

In 2011, the graph shows a peak in shop closures at nearly 8,000, far surpassing the number of
openings, which stood at around 3,000. This marked disparity highlights a challenging economic
environment or market shifts at the time. Over the next few years, the closures experienced a sharp
decline, reaching a low of approximately 4,000 in 2014, before rising slightly in the following years and
then stabilizing at around 5,000 by 2018.

Conversely, the number of new shops opening after 2011 initially dipped to below 3,000 in 2013, before
experiencing a surge in 2014, where the numbers almost paralleled those of closures. The following
years saw a substantial drop, with a recovery peaking again in 2017 and a subsequent decline to just
over 4,000 in 2018. The overall trajectory suggests a recovering entrepreneurial climate, though still
prone to significant annual changes.

Grammar Notes:
1. Verb Tenses: It’s important to consistently use the past simple tense when describing
completed actions in specific years in the past. Avoid switching tenses when the timeline is
historical and concluded.
2. Subject-Verb Agreement: Always ensure that the subject and verb in a sentence agree in
number, especially when discussing two subjects (e.g., “the number of closures” and “the
trend for new shop openings”).

Vocabulary Activity:
• Identify and use synonyms for verbs and nouns like “showed” (e.g., “demonstrated,”
“revealed”) and “volatility” (e.g., “instability,” “fluctuations”).
• Rewrite the phrase “marked disparity” using synonyms to change the level of formality.
• Discuss the use of the word “paralleled” in describing trends, exploring alternative expressions
that could fit different contexts (e.g., “matched,” “mirrored”).

8
Cambridge IELTS 18 Test 1
WRITING TASK 1
You should spend about 20 minutes on this task,
The graph below gives Information about the percentage of the population in four Asian
countries living in cities from 1970 to 2020, with predictions for 2030 and 2040.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

Write at least 150 words,

9
Sample Answer:
The graph presents data on the percentage of the population residing in cities in four Asian countries—
Philippines, Malaysia, Thailand, and Indonesia—from 1970 to 2020, with projections extending to
2040.

Overall, urbanization in these countries has shown a steady increase over the fifty-year period. Notably,
the trend indicates that by 2040, the majority of the population in each country is expected to live in
urban areas, with varying degrees of growth among the countries.

From 1970 to 2020, the Philippines showed a gradual but continuous increase in urban population,
starting from around 35% and rising to approximately 65%. The trend is projected to continue, reaching
nearly 80% by 2040, suggesting a strong shift towards urban living. Malaysia started at about 25%
in 1970 and saw a more rapid increase, surpassing the Philippines by 2000 and reaching about 75%
in 2020, with a forecast to rise to almost 85% by 2040.

In contrast, Thailand and Indonesia started with lower percentages of urban populations in 1970,
around 15% and 10% respectively. However, both countries have experienced significant growth since
then. Thailand’s urban population is expected to increase from about 45% in 2020 to over 70% by
2040, while Indonesia, although progressing at a slower pace, is also expected to see a substantial
increase from approximately 55% in 2020 to around 70% by 2040.

This analysis shows a clear trend of increasing urbanization across all four countries, each following
a unique trajectory based on different starting points and rates of change, reflecting broader socio-
economic trends and possibly government urban development policies.

Grammar Notes:
1. Consistency in Describing Trends: When describing changes over time, it is important to use
consistent verb tenses. For historical data, past simple is used, and for future projections,
future forms are applied.
2. Use of Commas and Prepositions: Careful use of commas is necessary to avoid ambiguity,
especially when listing countries or data points. Correct prepositions (“in” for years, “by” for
projections) guide clarity and precision in expressions.

Vocabulary Activity:
• Explore synonyms for “increase” and “rise,” such as “climb,” “grow,” and “surge,” to enhance
descriptive variety.
• Discuss the differences in terms like “urbanization,” “urban living,” and “urban development,”
focusing on their contextual use.
• Replace “significant” and “substantial” with other adjectives that might alter the intensity of
the description, such as “notable” or “considerable,” and discuss their nuances.

10
Cambridge IELTS 18 Test 4
WRITING TASK 1
You should spend about 20 minutes on this task,
The graph below shows the average monthly change in the prices of three metals during 2014.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

Write at least 150 words,

11
Sample Answer:
The graph illustrates the average monthly changes in the prices of copper, nickel, and zinc throughout
the year 2014.

Overall, the graph reveals that the prices of all three metals fluctuated over the year, with each showing
distinct patterns of variation. Copper and nickel displayed similar trends with sharp declines followed
by periods of recovery, while zinc prices demonstrated more stability but with slight declines by the
year’s end.

Copper prices started the year with a slight decrease in January, followed by a steep decline reaching
a low of approximately -3% change in March. The prices gradually recovered in the subsequent months,
stabilizing around a 0% change from August to November, before experiencing a slight increase in
December. Nickel showed a more volatile pattern, beginning the year around a 1% decrease, plummeting
to almost -4% by May, then sharply recovering to positive values of about 2% in July, followed again by
a decline and recovery towards the year’s end.

Zinc prices, in contrast, maintained a steadier trend, starting the year with nearly no change and
experiencing only minor fluctuations. A modest decline was noted around mid-year, dipping to nearly
-1% in June, and subsequently stabilizing with minor positive changes towards December.

The data suggests that while copper and nickel experienced significant volatility with periods of notable
decline and recovery, zinc prices remained relatively stable throughout 2014, indicating different
market dynamics affecting each metal.

Grammar Notes:
1. Adverb Placement: Adverbs should be carefully placed to modify the correct word or phrase
for clarity. For instance, “sharply” should clearly modify verbs describing the rate of price
change, such as “declined” or “recovered.”
2. Prepositions in Dates: Prepositions indicating specific times, such as “in” for months (e.g., “in
March”), are crucial for accurately specifying the time of occurrences.

Vocabulary Activity:
• Replace phrases such as “steep decline” and “gradually recovered” with synonyms to diversify
expression (e.g., “sharp fall” and “slowly improved”).
• Discuss alternative terms for “fluctuated” and “stabilized,” exploring how different choices
might affect the tone or formality of the report.
• Rewrite the description of zinc’s price changes using different vocabulary to convey stability or
minor changes (e.g., “held steady,” “saw slight adjustments”).

12
Cambridge IELTS 19 Test 1
WRITING TASK 1
You should spend about 20 minutes on this task,
The graph below gives information on the numbers of participants for different activities at
one social centre in Melbourne, Australia for the period 2000 to 2020.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

Write at least 150 words,

13
Sample Answer:
The graph presents data on the participation in various activities at a social center in Melbourne,
Australia, from 2000 to 2020, specifically tracking film club, martial arts, amateur dramatics, table
tennis, and musical performances.

Overall, the film club saw consistently high participation throughout the period, starting and ending with
around 60 participants, showing slight fluctuations but largely maintaining its popularity. In contrast,
other activities experienced various levels of change over the 20 years.

The film club’s participation began near 60 participants in 2000 and exhibited minor variations over the
years, peaking slightly around 2010 before stabilizing back near its original level. Martial arts showed a
slow but steady decline in interest, dropping from approximately 40 participants in 2000 to about 10
by 2020. Amateur dramatics displayed a relatively stable trend with a slight uptick towards 2020,
starting with about 15 participants and growing modestly to around 20.

Table tennis participation experienced growth, starting from roughly 10 participants in 2000 and
increasing to about 30 by 2020, indicating a growing interest in this activity. Musical performances,
however, had a steep decline after an initial stable period; participation fell sharply from 30 participants
in 2000 to just under 10 in 2020.

This data reflects a dynamic shift in the preferences and interests of the social center’s attendees
over two decades, with the film club consistently attracting a high number of participants, while musical
performances significantly declined in popularity.

Grammar Notes:
1. Use of Prepositions: Correct use of prepositions in a timeline (from...to), showing the change
across specific years, is crucial for clarity.
2. Comparative Structures: When describing changes in data, using comparative structures
effectively highlights increases or decreases (e.g., “increased to about 30 by 2020”).

Vocabulary Activity:
• Find synonyms for “participants” and “participation” to avoid redundancy (e.g., “attendees,”
“engagement”).
• Replace “exhibited minor variations” with alternative phrases that might fit different
descriptive needs (e.g., “showed slight changes”).
• Discuss the term “stabilizing” in the context of data trends and explore synonyms such as
“leveling off” or “maintaining stability.”

14
 Bar Chart
Cambridge IELTS 9 Test 2
WRITING TASK 1
You should spend about 20 minutes on this task,
The chart below shows the total number of minutes (in billions) of telephone calls in the UK,
divided into three categories, from 1995-2002.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

Write at least 150 words,

15
Sample Answer:
The bar chart illustrates the total number of minutes spent on telephone calls in the UK, divided into
three distinct categories: local fixed-line, national and international fixed-line, and mobile calls, over the
period from 1995 to 2002.

Overall, the data indicates a significant shift in communication preferences among UK residents during
the period studied, with a notable decrease in the use of local fixed-line services and a remarkable increase
in mobile phone usage. National and international fixed-line calls showed more stability compared to the
other categories.

Initially, in 1995, local fixed-line calls were the most common, accounting for nearly 80 billion minutes.
This figure steadily declined to around 70 billion minutes by 2002. In contrast, mobile phone usage
was minimal at the outset, with only about 3 billion minutes logged in 1995. However, these calls saw
an exponential growth, escalating to roughly 45 billion minutes by 2002, underscoring a significant
adoption of mobile technology.

Conversely, national and international fixed-line calls displayed a relatively stable trend throughout
the period. Starting at approximately 38 billion minutes in 1995, this category experienced minor
fluctuations, peaking at just over 40 billion minutes in the late 1990s before slightly declining to just
below this mark by 2002. This suggests that while technology and preferences for local calls shifted
markedly towards mobile usage, long-distance communication via fixed lines remained consistently
essential.

Grammar Notes:
1. Complex Sentences: Use complex sentence structures to provide detailed information and
clarify the relationship between data points (e.g., “While technology and preferences for local
calls shifted markedly towards mobile usage, long-distance communication via fixed lines
remained consistently essential”).
2. Consistency in Reporting Data: It’s crucial to maintain consistency when reporting statistical
data, ensuring that the units and time frames are clear and consistent throughout the
discussion.

Vocabulary Activity:
• Substitute “notable decrease” with synonyms like “significant reduction” or “marked decline,”
and explore how each term might affect the tone of the analysis.
• Replace “remarkable increase” with “substantial rise” or “steep climb,” and discuss the impact
of these choices on the descriptive strength of the trend.
• Use different terms for “stable,” such as “steady” or “unchanging,” and compare how these
synonyms can subtly change the interpretation of data stability.

16
Cambridge IELTS 10 Test 3
WRITING TASK 1
You should spend about 20 minutes on this task,
The charts below show what UK graduate and postgraduate students who did not go into full-
time work did after leaving college in 2008.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

Write at least 150 words,

17
Sample Answer:
The bar charts present the destinations of UK graduates and postgraduates in 2008 who chose not
to enter full-time work after completing their studies. The data is categorized into part-time work,
voluntary work, further study, and unemployment.

Overall, the majority of both graduates and postgraduates engaged in further study or part-time
work, with a smaller proportion participating in voluntary work or remaining unemployed. The charts
demonstrate notable differences in the distribution of activities between the two groups.

For graduates, further study was the most popular option, with approximately 29,665 individuals
pursuing additional education, closely followed by part-time work which attracted 17,735 participants.
Voluntary work and unemployment were less common, with 3,500 and 16,235 individuals respectively.
This suggests a significant inclination among graduates towards enhancing their education and skills
shortly after university.

In contrast, postgraduates showed a different pattern. The largest number engaged in part-time work,
with 2,535 individuals, while 2,725 chose further study. Voluntary work was the least favored option,
involving only 345 postgraduates. Unemployment was recorded for 1,625 postgraduates, indicating
a slightly better employment situation for postgraduates compared to graduates.

These trends reflect distinct post-education paths for graduates and postgraduates in the UK
in 2008, with a general preference for continuing education and part-time employment. This might
highlight the challenges or personal choices facing individuals in the transition from higher education
to full-time employment.

Grammar Notes:
1. Plural Forms: Ensure correct use of plural forms when discussing groups (e.g., graduates,
postgraduates), especially when the numbers are specified.
2. Consistent Verb Tenses: Use past simple to describe specific actions or states in the past,
particularly when reporting on data from a defined year like 2008.

Vocabulary Activity:
• Replace “engaged in” with synonyms such as “participated in” or “opted for” to explore
variations in expression.
• Discuss and find alternatives for “popular” and “favored” in the context of describing choices
made by graduates and postgraduates.
• Re-phrase “remaining unemployed” to “were unemployed” or “experienced unemployment”
to alter the passive construction and focus on the agency.

18
Cambridge IELTS 12 Test 7
WRITING TASK 1
You should spend about 20 minutes on this task,
The chart below shows how frequently people in the USA ate in fast food restaurants between
2003 and 2013.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

Write at least 150 words,

19
Sample Answer:
The bar chart illustrates the frequency of fast food consumption among people in the USA over three
selected years: 2003, 2006, and 2013. The frequencies are categorized as eating fast food every
day, several times a week, once a week, once or twice a month, a few times a year, and never.

Overall, the chart shows a decline in the most frequent consumption categories over the decade, with
an increase in the less frequent consumption categories, indicating a possible shift in eating habits
among Americans.

In 2003, the most common frequency was eating fast food once a week, with around 35% of people
reporting this habit. This was followed by several times a week at about 25%, and once or twice a month
at around 20%. Eating fast food every day was the least common, with less than 5% of people doing so.

By 2006, there was a noticeable shift in these trends. The percentage of people eating fast food once
a week rose slightly to approximately 37%, while the frequency of eating several times a week dropped
to just over 20%. The once or twice a month category saw an increase to about 25%.

By 2013, the trends had shifted more distinctly. The once a week category remained the most popular
but had decreased to about 30%. The several times a week category saw a further decrease to around
15%. Notably, the once or twice a month category continued to grow, reaching close to 30%, indicating
a trend towards more moderate consumption of fast food. Additionally, the percentage of people who
never ate fast food grew slightly over the decade.

These changes suggest a shift towards more moderate fast food consumption patterns in the USA
between 2003 and 2013, possibly reflecting increased health consciousness or changes in lifestyle.

Grammar Notes:
1. Adverbs of Frequency: The chart uses terms like “every day,” “several times a week,” which
are adverbs of frequency. It’s important to use these accurately to describe the regularity of
activities.
2. Comparative Structures: When describing changes over time, it’s essential to use comparative
forms accurately (e.g., “a noticeable shift,” “a further decrease”).

Vocabulary Activity:
• Find synonyms for “frequency” and “consumption” to avoid redundancy and enhance
vocabulary richness (e.g., “regularity,” “intake”).
• Discuss different ways to express increases and decreases in percentages (e.g., “rose slightly,”
“grew,” “declined,” “dropped”).
• Replace phrases like “the most common frequency” with alternative expressions such as “the
predominant frequency” or “the most frequent category.”

20
Cambridge IELTS 12 Test 5
WRITING TASK 1
You should spend about 20 minutes on this task,
The bar chart below shows the percentage Of Australian men and women in different age
groups who did regular physical activity in 2010.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

Write at least 150 words,

21
Sample Answer:
The bar chart provides a comparison of the percentages of Australian men and women across various
age groups who engaged in regular physical activity in the year 2010.

Overall, the participation in regular physical activity among Australians varies slightly between genders
and shows a notable trend across age groups. Both genders demonstrate a decrease in physical activity
as age increases, with a temporary increase in certain age groups.

For the youngest age group, 15 to 24 years, a higher percentage of males (52.8%) participated in
regular physical activity compared to females (47.7%). This trend reverses in the 25 to 34 age group,
where females (48.9%) slightly outpace males (42.2%). The participation for males in the 35 to 44
age bracket increases to 52.5%, which is higher than the 39.5% for females, indicating a significant
gender disparity in this age group.

In the middle age brackets, 45 to 54 and 55 to 64, participation rates are quite similar between genders,
with males at 43.1% and 45.1% and females at 53.3% and 53%, respectively. The data suggests a
higher activity level among females in midlife. For the oldest age group, 65 and over, participation rates
converge again to 46.7% for males and 47.1% for females, showing minimal difference between genders.

This chart illustrates how physical activity trends fluctuate with age and gender in Australia, revealing
a complex interaction between these factors. While younger and older age groups show more parity
between genders, middle-aged groups exhibit a more marked difference in activity levels.

Grammar Notes:
1. Subject-Verb Agreement: It is essential to maintain agreement between subject and verb,
especially when discussing percentages of a group, e.g., “a higher percentage of males
participates.”
2. Modifiers: Use modifiers correctly to clarify what is being described, e.g., “in the year 2010”
should clearly follow the noun it modifies without causing confusion.

Vocabulary Activity:
• Replace “engaged in” with synonyms such as “participated in” or “were involved in” to vary
language use.
• Use different terms to describe quantitative changes, such as “increase,” “rise,” “grow,” and
discuss their connotations.
• Discuss alternative words for “regular physical activity,” such as “consistent exercise” or
• “routine physical activity,” and explore how these choices might affect the tone or formality of
the report.

22
Cambridge IELTS 13 Test 3
WRITING TASK 1
You should spend about 20 minutes on this task,
The bar chart below shows the top ten countries for the production and consumption of
electricity in 2014.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

Write at least 150 words,

23
Sample Answer:
The bar chart compares the top ten countries in terms of electricity production and consumption in
2014, indicating significant variations in energy management among these nations.

Overall, all top ten countries produced enough electricity to meet their consumption needs, with
some exhibiting a surplus. China and the United States are the clear leaders in both production and
consumption, significantly outpacing other countries.

China was the top producer and consumer, generating over 5,300 billion kWh and consuming just
slightly less, around 5,322 billion kWh, suggesting a very high demand met by equally high production.
The United States followed, with production at approximately 4,099 billion kWh and consumption at
3,866 billion kWh, indicating a substantial surplus in production over domestic needs.

Russia, ranking third, had a relatively balanced production and consumption, with figures just over
1,000 billion kWh for each. Japan, the fourth on the list, produced 936.2 billion kWh and consumed
856.7 billion kWh, also showing more production than consumption.

Countries like India, Canada, and Brazil demonstrated significant production to meet their consumption
demands, with India producing 871 billion kWh against a consumption of 698.8 billion kWh. Notably,
Canada had a high surplus, producing 618.9 billion kWh while consuming only 499.9 billion kWh.

France, Brazil, Germany, and South Korea also made the list, each producing enough to cover consumption,
with varying degrees of surplus. Germany was unique in having slightly higher consumption (582.5 billion
kWh) compared to production (526.6 billion kWh), which is an anomaly among the top ten.

This chart not only illustrates the scale of electricity handling by these economic powerhouses but
also highlights the energy surplus most of these countries maintain, perhaps for reasons like exports
or reserve stocks, except for Germany which consumed more than it produced.

Grammar Notes:
1. Numbers and Measurements: It’s crucial to consistently use units when discussing quantities
like billion kWh to avoid confusion.
2. Comparatives and Superlatives: Correct use of comparatives (e.g., “higher”, “less”) and
superlatives (e.g., “the top”, “the most”) is essential for clarity and accuracy in describing data.

Vocabulary Activity:
• Find synonyms for “produced” and “consumed” to enhance lexical resource (e.g., “generated”,
“utilized”).
• Discuss the difference between “surplus” and “excess” in the context of production and
consumption.
• Replace “significant” with other adjectives like “considerable” or “substantial” to vary
expression and discuss how these changes might impact the tone of the analysis.

24
Cambridge IELTS 13 Test 2
WRITING TASK 1
You should spend about 20 minutes on this task,
The chart below shows the percentage Of households in owned and rented accommodation
in England and Wales between 1918 and 2011.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

Write at least 150 words,

25
Sample Answer:
The bar chart provides a comparative analysis of the percentages of households in owned and rented
accommodation in England and Wales from 1918 to 2011.

Overall, there has been a significant shift in the housing dynamics over the specified period. The early
years were dominated by rented accommodations, but a notable transition towards home ownership
began in the mid-20th century.

In 1918, only a small fraction of households, around 23%, owned their accommodation, while a
substantial majority, about 77%, rented. This trend of high rental rates continued until after World War
II, with 1939 figures showing slightly less dominance in renting at approximately 68%. Home ownership
increased to around 32% by the same year, indicating a slow but steady rise.

The trend towards ownership became more pronounced in the subsequent decades. By 1961, the
percentage of households owning their homes rose to nearly 43%, with renters making up 57%. This
shift gained significant momentum by 1971, where the percentage of homeowners surpassed renters
for the first time, registering at 51%.

By 2001, home ownership had surged to its peak at around 69%, with only about 31% of households
in rented accommodation. However, the trend slightly reversed by 2011, with ownership decreasing to
about 64% and rentals increasing to 36%, reflecting possible economic influences affecting the housing
market during this period.

This data highlights the substantial changes in housing tenure in England and Wales over nearly a
century, with a clear movement from a predominantly rental-based housing market to one favoring
home ownership, and a slight rebalance in the early 21st century.

Grammar Notes:
1. Past Tense: Use the past simple tense consistently when describing historical data to maintain
clarity and accuracy.
2. Numerical Data Representation: Ensure that percentages and data points are clearly stated as
part of the narrative to avoid ambiguity.

Vocabulary Activity:
• Replace “significant” with synonyms like “considerable” or “marked” to enhance vocabulary
diversity.
• Discuss the difference between “surge” and “increase” and how they might affect the reader’s
perception of the data.
• Find alternative ways to express “a majority,” such as “the greater part” or “the larger
number,” and explore their contextual suitability.

26
Cambridge IELTS 15 Test 1
WRITING TASK 1
You should spend about 20 minutes on this task,
The chart below shows the results of a survey about people’s coffee and tea buying and
drinking habits in five Australian cities.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

Write at least 150 words,

27
Sample Answer:
The bar chart illustrates the coffee and tea buying and drinking habits of residents in five Australian
cities—Sydney, Melbourne, Brisbane, Adelaide, and Hobart—focusing on their behavior over the last
four weeks.

Overall, the chart indicates a notable preference for purchasing fresh coffee over instant coffee, with
the exception of Hobart. Additionally, a significant proportion of residents in each city reported visiting
a café for coffee or tea recently, suggesting a robust café culture across these urban areas.

In Sydney and Melbourne, over 50% of the residents bought fresh coffee, which is significantly higher
than those who bought instant coffee, with figures around 35% and 45% respectively. Both cities also
saw over 50% of their residents visiting cafés, indicating a strong preference for freshly brewed options
outside the home. Brisbane displays a similar pattern with slightly less emphasis on fresh coffee, where
around 45% of people bought fresh coffee and approximately 40% visited cafés.

Adelaide and Hobart show distinct patterns; in Adelaide, nearly 50% of the people bought fresh coffee,
which is much higher compared to the roughly 30% who purchased instant coffee. In Hobart, however,
nearly 60% of the respondents went to a café, the highest among the cities, yet the preference for
fresh versus instant coffee is more balanced compared to the other cities.

These statistics not only reflect the coffee and tea consumption trends in these cities but also
highlight the cultural importance of café visits in urban Australian life. The data reveals a clear trend
towards fresh coffee, with café visits being an integral part of this coffee culture.

Grammar Activity:
1. Compound Sentences: Create compound sentences from two simple sentences. Example:
Combine “Over 50% of residents bought fresh coffee. This is significantly higher than those
who bought instant coffee” into “Over 50% of residents bought fresh coffee, which is
significantly higher than those who bought instant coffee.”
2. Passive Voice: Convert active sentences to passive ones to emphasize the action rather than
the subject. Example: “Residents bought fresh coffee” becomes “Fresh coffee was bought by
residents.”

Vocabulary Activity:
1. Synonyms: Identify and replace the following words with synonyms to expand vocabulary:
• Notable: significant, remarkable, conspicuous
• Preference: predilection, proclivity, inclination
• Purchased: acquired, procured, obtained
• Visiting: frequenting, patronizing, going to
1. Word Forms: Change the form of a word from one part of speech to another. Example: Change
“preference” (noun) to “prefer” (verb) in a sentence.
1. Collocations: Discuss common collocations related to coffee culture, such as “brewed
coffee,” “purchase fresh coffee,” and “visit a café.” Explore how changing one word in these
collocations can alter the meaning or usage.

28
Cambridge IELTS 17 Test 3
WRITING TASK 1
You should spend about 20 minutes on this task,
The chart below gives information about how families in one country spent their weekly
income in 1968 and 2018.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

Write at least 150 words,

Sample Answer:
The bar chart illustrates the changes in how families in one country allocated their weekly income across
different categories from 1968 to 2018.

Overall, the data indicates significant shifts in spending patterns over the 50-year span, with decreases
in proportionate spending on food and increases in housing and leisure expenses.

In 1968, the largest share of weekly income was spent on food, consuming nearly 35% of family budgets.

29
By 2018, this figure had dramatically decreased to around 15%, reflecting perhaps improvements in
food production efficiency or lower real costs. Housing costs depicted the opposite trend; starting
from about 15% of the weekly income in 1968, they rose to become the largest expense by 2018,
accounting for over 30% of the family budget. This change underscores a significant rise in housing
costs relative to income over the decades.

Other categories such as fuel and power, clothing and footwear, and household goods saw moderate
changes. Spending on fuel and power increased slightly from just under 5% to approximately 10%.
Clothing and footwear, as well as household goods, both decreased in their share of spending, suggesting
possibly that these items became more affordable or that consumer preferences shifted away from
material goods towards services and experiences, as indicated by the doubling in leisure spending from
about 10% to over 20% of weekly income by 2018.

These shifts in spending patterns are reflective of broader economic changes, possibly including
technological advancements, changes in goods and service costs, and evolving consumer priorities,
particularly an increased focus on quality of life and leisure activities.

Grammar Activity:
1. Passive vs. Active Voice: Practice converting sentences from active to passive voice and vice
versa. For example:
• Active: “Families spent 35% of their income on food in 1968.”
• Passive: “35% of their income was spent on food by families in 1968.”
2. Comparative and Superlative Forms: Create sentences using comparative and superlative
forms to describe the changes over time. Examples include:
• “Housing costs rose more significantly than any other category over the 50 years.”
• “Food experienced the largest decrease in budget share among all categories.”

Vocabulary Activity:
• Synonyms: Find synonyms for the terms used in the analysis to enhance vocabulary richness.
For instance:
• Dramatically (adverb) can be replaced with “sharply,” “significantly,” or “steeply.”
• Decrease (verb) can be substituted with “decline,” “drop,” or “reduce.”
• Word Forms: Practice changing the word forms to see how they fit into different contexts:
• Spend (verb) to spending (noun)
• Economic (adjective) to economically (adverb)
• Collocations: Identify and use correct collocations related to financial management and
household spending:
• “Allocate budget,” “consumer preferences,” “income allocation,” “expenditure on
housing.”

30
Cambridge IELTS 17 Test 3
WRITING TASK 1
You should spend about 20 minutes on this task,
The chart below shows the number of households in the US by their annual income In 2007,
2011 and 2015.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

Write at least 150 words,

31
Sample Answer:
The bar chart presents the distribution of US households based on their annual income across four
different brackets (<$25,000, $25,000-$49,999, $50,000-$74,999, $75,000-$99,999, and
≥$100,000) in three different years: 2007, 2011, and 2015.

Overall, there has been a noticeable shift in income distribution over the observed period. Most notably,
the number of households earning $100,000 or more showed a significant increase.

In 2007, the largest group of households earned between $25,000 and $49,999, with this category
exceeding 30 million households. The least populous income bracket was those earning $100,000 or
more. By 2011, the figures in all income brackets had decreased slightly, possibly due to economic
factors impacting household income. However, the households earning less than $25,000 and those
earning $100,000 or more were less affected compared to the middle-income brackets.

By 2015, there was a remarkable increase in the number of households earning $100,000 or more,
rising to almost 25 million, nearly doubling the figures from 2007. The households earning less than
$25,000 also increased significantly, suggesting a widening income gap. Conversely, the middle- income
brackets, particularly those earning between $25,000 and $74,999, saw a reduction in their numbers,
indicating a possible economic uplift for some into higher income brackets or a downturn into lower
brackets.

This trend illustrates significant changes in the economic landscape in the US over eight years, with a
growing disparity between the highest and lowest income earners and a shrinking middle class.

Grammar and Vocabulary Activity:

Grammar Activity:
1. Use of Articles: Practice using articles correctly by identifying when to use “the” or “a/an” in
sentences like “The largest group of households earned between $25,000 and $49,999.”
2. Passive Voice: Convert active voice sentences to passive voice to focus more on the action
than the subject. For example, “The number of households earning $100,000 or more
3. showed a significant increase” could be rewritten as “A significant increase was shown in the
number of households earning $100,000 or more.”

Vocabulary Activity:
• Synonyms: Find synonyms for words used in the summary to enhance vocabulary. For
example:
• “Noticeable” can be replaced with “marked” or “significant.”
• “Increase” can be substituted with “rise,” “growth,” or “surge.”
• Word Forms: Change nouns to verbs where applicable to see how it alters the sentence
structure and meaning, such as changing “distribution” to “distribute.”
• Collocations: Identify and use proper collocations with “income” and “households,” such as
“income bracket,” “household income,” “earn an income,” and “number of households.”

32
 Pie Chart
Cambridge IELTS 9 Test 3
WRITING TASK 1
You should spend about 20 minutes on this task,
The charts below give information on the ages of the populations of Yemen and Italy in 2000
and projections for 2050.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

33
Sample Answer:
The pie charts provide a comparison between the age distributions of the populations in Yemen and Italy
for the years 2000 and 2050, offering a visual insight into demographic changes over the fifty- year
period.

In 2000, Yemen displayed a youthful demographic, with 50.1% of its population under 14 years of age
and only a small fraction, 3.6%, aged 60 years and over. This contrasted sharply with Italy, where the
population already showed signs of aging: only 14.3% were under 14 years, and a significant 24.1%
were 60 years or older.

By 2050, the projections indicate substantial demographic shifts in both countries. In Yemen, the
percentage of the population under 14 is expected to decrease to 37.0%, while the elderly population
will rise to 5.7%. Conversely, Italy is expected to experience an even more pronounced aging trend, with
those aged 60 and over projected to make up 46.2% of the population, nearly doubling from 2000, and
the youngest age group shrinking further to 11.5%.

These trends suggest major implications for both countries. Yemen may face increased demands
for education and job creation, while Italy could face challenges related to pension sustainability and
healthcare services. The contrasting trajectories of these nations underline diverse national challenges
and policy needs driven by demographic changes.

Grammar and Vocabulary Activities:

Grammar Activity:
1. Passive Voice Practice: Rewrite sentences from active to passive voice to focus on the action
rather than the subject. For example, “Yemen displayed a youthful demographic” can be
rewritten as “A youthful demographic was displayed by Yemen.”
2. Conditional Sentences: Create conditional sentences to discuss the implications of these
demographic changes. Example: “If the percentage of elderly increases, the government will
need to invest more in healthcare.”

Vocabulary Activity:
• Synonyms: Identify and replace key adjectives with synonyms to enhance vocabulary. For
instance:
• “Youthful” can be replaced with “young” or “juvenile.”
• “Significant” can be substituted with “considerable” or “substantial.”
• Collocations: Explore and use correct collocations with “demographic” and “projection.”
Examples include “demographic shift,” “demographic trend,” “projected increase,” and
“projected decline.”
• Word Formation: Change nouns to adjectives or verbs to see how they fit into different
contexts, such as changing “projection” to “projected” or “implication” to “imply.”

34
Cambridge IELTS 10 Test 1
WRITING TASK 1
You should spend about 20 minutes on this task,
The first chart below shows how energy is used in an average Australian household. The
second chart shows the greenhouse gas emissions which result from this energy use.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

Sample Answer:
The pie charts compare the distribution of energy usage and greenhouse gas emissions across different
household activities in an average Australian household.

The first chart details how energy is consumed within the home. Heating is the largest consumer,
accounting for 42% of household energy usage, followed by water heating, which uses 30%. Other

35
significant uses include appliances at 15%, refrigeration at 7%, and lighting at 4%, with cooling
representing a minimal 2%.

The second chart shifts focus to the greenhouse gas emissions resulting from these energy uses.
While water heating is the largest emitter, constituting 32% of the household’s emissions, it is closely
followed by other appliances which contribute 28%. Heating, although the largest energy consumer,
accounts for a smaller proportion of emissions at 15%. Refrigeration and lighting emissions stand at
14% and 8%, respectively, with cooling contributing the least at 3%.

This comparison highlights several insights. Firstly, water heating, while consuming less energy than
heating, contributes a higher proportion of emissions, indicating it may be less energy-efficient or reliant
on more carbon-intensive energy sources. Secondly, despite its lower energy share, the emissions from
appliances are disproportionately high, suggesting these devices are significant contributors to the
household’s carbon footprint. Conversely, heating’s high energy use does not translate into equivalently
high emissions, possibly due to more efficient or cleaner heating technologies.

These discrepancies between energy consumption and greenhouse gas emissions underscore the
importance of considering both energy efficiency and the type of energy sources used in reducing
household emissions. The charts collectively provide a clear picture of where energy efficiency
improvements and changes in energy sourcing could most effectively reduce environmental impacts.

Grammar and Vocabulary Activity:

Grammar Activity:
1. Modal Verbs for Suggestions: Practice using modal verbs to suggest improvements or actions.
For example, “could,” “should,” or “might” can be used to propose energy efficiency measures
or changes in energy sources.
2. Relative Clauses: Enhance descriptions by adding relative clauses to provide additional
information without starting a new sentence. For example, “which uses 30%” can be
integrated into a broader sentence to add detail smoothly.

Vocabulary Activity:
• Synonyms for Common Terms: Replace terms like ‘energy usage’ and ‘greenhouse gas
emissions’ with synonyms or paraphrases to avoid repetition and enhance vocabulary. Possible
replacements include “energy consumption,” “energy expenditure,” “emissions output,” and
“carbon emissions.”
• Adjectives for Impact: Find adjectives to describe the environmental impact of different energy
uses. For instance, “significant,” “minimal,” “substantial,” “considerable,” and “moderate.”
• Discussing Proportions and Percentages: Explore different ways to describe data percentages,
such as “constitutes,” “represents,” “accounts for,” and “makes up.”

36
Cambridge IELTS 11 Test 1
WRITING TASK 1
You should spend about 20 minutes on this task,
The charts below show the percentage of water used for different purposes in six areas Of the
world.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

Sample Answer:
The pie charts provide a detailed comparison of water usage for different purposes—industrial,
agricultural, and domestic—in six global regions: North America, South America, Europe, Africa, Central
Asia, and Southeast Asia.

Overall, the charts illustrate significant regional variations in water usage patterns. Agricultural use
dominates in regions with extensive agricultural activities, while industrial use is more prominent in more
industrialized economies.

In North America, agricultural use accounts for 48% of water usage, slightly more than industrial
use at 39%, and domestic use at 13%. This balance indicates a diversified economy with substantial

37
agricultural and industrial sectors. South America, on the other hand, shows a heavy reliance on water
for agriculture at 71%, with industrial and domestic uses at 19% and 10% respectively, reflecting the
region’s strong agricultural base.

Europe presents a different pattern where industrial use is the most significant, consuming 53% of
water, followed by agriculture at 32% and domestic use at 15%. This highlights Europe’s industrial
capacity. Conversely, Africa and Central Asia show an overwhelming dependence on water for agriculture,
with 84% and 88% respectively, indicating the critical role of agriculture in these regions’ economies.

Southeast Asia also relies heavily on agriculture, which uses 81% of water, showing similar patterns to
Africa and Central Asia, albeit with a slightly higher proportion of water used for domestic purposes
at 12%.

These charts underscore the diverse strategies and needs for water management across different
regions, reflecting each area’s economic activities and developmental priorities. The reliance on
agricultural water use in less industrialized regions points to potential vulnerabilities related to water
scarcity and the need for sustainable water management practices.

Grammar and Vocabulary Activities:

Grammar Activity:
1. Comparatives and Superlatives: Practice creating sentences that use comparative and
superlative forms to describe the data. Example: “Central Asia has the highest percentage of
water used for agriculture.”
2. Complex Sentences with Relative Clauses: Enhance descriptions by incorporating relative
clauses. Example: “Europe, where industrial use consumes more than half of the water, shows
a different pattern from Africa, where agriculture dominates.”

Vocabulary Activity:
• Synonyms: Find and use synonyms for frequently used words to expand vocabulary:
• “Usage” can be replaced with “consumption,” “utilization,” or “exploitation.”
• “Domestic” might be substituted with “residential” or “household.”
• Collocations: Identify and correctly use collocations related to water use, such as “water
management,” “agricultural activities,” “industrial capacity,” and “domestic consumption.”
• Word Forms: Change verbs to nouns, adjectives to adverbs, etc., to see how they fit into
different contexts. For example, change “consume” to “consumption” and “industrial” to
“industrialized.”

38
Cambridge IELTS 11 Test 2
WRITING TASK 1
You should spend about 20 minutes on this task,
The charts below show the proportions of British students at one university in England who
were able to speak other languages in addition to English, in 2000 and 2010.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

Sample Answer:
The pie charts compare the linguistic abilities of British students at one university in England, specifically
focusing on the percentage of students able to speak languages other than English in the years 2000
and 2010.

In 2000, a significant 30% of students did not speak any language other than English. French was the
most commonly spoken second language, with 20% of students speaking it exclusively. Other languages,
including German and Spanish, were spoken by 15% of students each, and 10% of students were able
to speak two other languages. A further 10% spoke an unspecified different language.

By 2010, the proportion of students who did not speak any additional languages decreased to 20%,
reflecting an improvement in language learning. The percentage of students who spoke French only
dropped slightly to 15%, while those speaking German only remained stable at 15%. Notably, there
was an increase in the percentage of students speaking Spanish only, rising to 20% from the previous
15%. The proportion of students speaking two other languages saw a small decrease to 10%, and
those speaking another unspecified language increased to 15%.

The comparison over the decade shows a positive trend towards multilingualism among students, with
a decrease in monolingual English speakers and a noticeable increase in students learning Spanish. The
data indicates a shift in language preference or educational emphasis, suggesting that Spanish may be
growing in popularity or perceived utility among students compared to French.

39
 Grammar and Vocabulary Activities:

Grammar Activity:
1. Past Tense Revision: Practice forming sentences in the past simple tense to accurately
2. describe changes over time. Example: “The proportion of students who did not speak any
additional languages decreased from 30% to 20%.”
3. Percentage Description: Use various structures to describe percentages and changes, such as
“rose to,” “fell to,” “increased by,” and “decreased by.”

Vocabulary Activity:
• Synonyms for Increase and Decrease: Find synonyms to replace ‘increase’ and ‘decrease’ to
enhance vocabulary. Examples might include “escalate,” “grow,” “decline,” and “diminish.”
• Language and Ability Descriptors: Discuss and utilize various terms related to language
proficiency, such as “bilingual,” “monolingual,” “fluent,” “conversational,” and “native level.”
• Adjectives for Charts and Changes: Use adjectives to describe the data presentation and the
nature of changes. Examples include “significant,” “slight,” “notable,” and “substantial.”

40
Cambridge IELTS 14 Test 1
WRITING TASK 1
You should spend about 20 minutes on this task,
The charts below show the average percentages in typical meals Of three types Of nutrients,
all of which may be unhealthy if eaten too much.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

41
Sample Answer:
The pie charts illustrate the distribution of sodium, saturated fats, and added sugars across different
meal times—breakfast, lunch, dinner, and snacks—in typical meals consumed in the USA, highlighting
dietary trends and potential health implications.

For sodium intake, the highest percentage is consumed during dinner, making up 43% of daily sodium
intake, followed by lunch at 29%, and breakfast at 14%. Snacks also contribute 14% to the daily sodium
intake, indicating a considerable intake during non-main meal times. This pattern suggests that dinner
is a significant source of sodium, likely due to the types of foods consumed during this meal.

Saturated fats show a different distribution, with the largest portion consumed at dinner (37%), but
unlike sodium, a substantial amount is also ingested through snacks, accounting for 26%. Breakfast
and lunch contribute relatively less, with 21% and 16% respectively. The high intake from snacks may
point to the consumption of high-fat snack foods, which could be an area of concern for dietary health.

Added sugars are most commonly consumed during snacks, comprising 42% of the daily intake,
surpassing all main meals. Dinner follows with 23%, and breakfast and lunch are lower at 19% and 16%,
respectively. The predominance of added sugars in snacks highlights a dietary preference for sweet,
possibly processed snack foods.

Overall, the charts reveal that while dinner remains the main meal contributing to intake of all three
unhealthy nutrients, snacks are a significant source of both saturated fats and added sugars. These
insights could inform public health initiatives aimed at reducing snack consumption or promoting
healthier snack alternatives to mitigate health risks associated with high intake of these nutrients.

Grammar and Vocabulary Activities:

Grammar Activity:
1. Use of Articles and Prepositions: Practice identifying and correcting the use of articles and
prepositions in a dietary context. For example, change “the highest percentage is consumed in
dinner” to “the highest percentage is consumed at dinner.”
2. Adjective-Noun Agreements: Ensure that adjectives agree in number and tense with the
nouns they modify, such as “typical meals consumed in the USA” instead of “typical meal
consumed in the USA.”

Vocabulary Activity:
• Synonyms for Dietary Terms: Replace terms like ‘consumed’ and ‘intake’ with synonyms to
expand vocabulary. Examples include “ingested” for ‘consumed’ and “consumption” for
• ‘intake.’
• Describing Quantities: Explore different ways to describe percentages and quantities, such as
“comprises,” “accounts for,” “constitutes,” and “makes up.”
• Nutrient-Related Vocabulary: Discuss and use terms related to nutrition, such as “nutrient-
dense,” “caloric content,” “high-fat,” and “processed foods.”

42
 Table Chart
Cambridge IELTS 10 Test 2
WRITING TASK 1
You should spend about 20 minutes on this task,
The tables below give information about sales Of Fairtrade•-labelled coffee and bananas in
1999 and 2004 in five European countries.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

43
Sample Answer:
The tables compare the sales of Fairtrade-labelled coffee and bananas in five European countries
between 1999 and 2004, expressed in millions of euros.

In 1999, coffee sales were relatively low in all five countries, with the UK leading at 1.5 million euros,
followed by Switzerland and Denmark at 3 million and 1.8 million euros respectively. Belgium and
Sweden had the lowest sales, at 1 million and 0.8 million euros. By 2004, all countries saw significant
increases in sales. The UK experienced the most dramatic rise, from 1.5 million euros to 20 million
euros. Switzerland also saw a substantial increase, doubling its sales from 3 million euros to 6 million
euros. Denmark, Belgium, and Sweden also showed growth, though less pronounced, with sales reaching
2 million, 1.7 million, and 1 million euros respectively.

Banana sales in 1999 were highest in Switzerland at 15 million euros, significantly more than in other
countries. The UK and Sweden followed, with sales of 1 million and 1.8 million euros respectively.

Belgium and Denmark had the lowest sales figures for bananas, at 0.6 million and 2 million euros. By
2004, banana sales had increased dramatically in all countries except Denmark, which saw a slight
decrease to 0.9 million euros. Switzerland’s sales nearly tripled to 47 million euros, while the UK’s sales
increased more than fivefold to 5.5 million euros. Belgium also saw a notable rise to 4 million euros.

Overall, the period from 1999 to 2004 saw significant growth in the sales of Fairtrade-labelled coffee
and bananas across these European countries. The most remarkable growth was observed in the UK for
coffee and Switzerland for bananas, indicating a substantial increase in consumer demand for Fairtrade
products in these nations.

Grammar and Vocabulary Activities:

Grammar Activity:
1. Comparatives and Superlatives: Practice constructing sentences using comparative and
superlative forms to describe changes in sales figures. For example, “Switzerland had the
highest sales of bananas in 1999.”
2. Past Simple and Past Perfect: Use the past simple to describe what happened in 1999 and
2004, and the past perfect to discuss changes over the period. Example: “By 2004, the UK had
increased its coffee sales significantly.”

Vocabulary Activity:
• Synonyms for Increase and Decrease: Identify synonyms to replace ‘increase’ and ‘decrease’ to
enhance descriptive vocabulary. Examples include “soar,” “climb,” “drop,” and “decline.”
• Business and Sales Terms: Discuss and apply vocabulary related to sales and business, such as
“revenue,” “market growth,” “consumer demand,” and “sales figures.”
• Describing Graphs and Tables: Use phrases suited for describing data in tables and charts, such
as “doubled its sales,” “experienced growth,” and “saw a rise.”

44
 Mix Chart
Cambridge IELTS 11 Test 4
WRITING TASK 1
You should spend about 20 minutes on this task,
The table below shows the numbers of visitors to Ashdown Museum during the year before
and the year after it was refurbished. The charts show the result of surveys asking visitors
how satisfied they were With their Visit, during the same two periods.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

45
Sample Answer:
The provided data offers a detailed look at the number of visitors to Ashdown Museum and the levels
of visitor satisfaction both before and after the museum’s refurbishment.

Initially, the total number of visitors in the year prior to the refurbishment stood at 74,000. This figure
increased to 92,000 in the year following the refurbishment, indicating a significant positive impact on
visitor numbers due to the improvements made.

The pie charts reveal changes in visitor satisfaction corresponding to these periods. In the year before
the refurbishment, only 15% of visitors reported being very satisfied, while a larger proportion, 40%,
were simply satisfied. Dissatisfaction was notably present, with 30% of visitors feeling dissatisfied and
10% very dissatisfied. A small fraction, 5%, did not respond to the survey.

Post-refurbishment, the level of very satisfied visitors increased dramatically to 35%, more than
doubling the previous figure. The percentage of satisfied visitors also grew, albeit more modestly, to
45%. Notably, the refurbishment had a significant impact on reducing negative perceptions: only 15%
of visitors were dissatisfied, and a mere 5% very dissatisfied after the refurbishment. Again, 5% of
visitors did not respond to the survey.

These findings highlight the effectiveness of the refurbishment in enhancing visitor experience, as
evidenced by the growth in visitor numbers and a marked improvement in satisfaction rates. The
reduction in dissatisfied visitors post-refurbishment suggests that the museum addressed critical
areas of previous concern, thus improving the overall appeal and visitor experience.

Grammar and Vocabulary Activities:

Grammar Activity:
1. Prepositions of Time: Practice using prepositions correctly in a temporal context. For instance,
rewrite sentences to shift from simple past tense to perfect tenses, using prepositions like ‘by’,
‘before’, and ‘after’.
2. Passive Voice: Convert active sentences to passive voice to focus more on the process or
action rather than who is doing it, e.g., “The museum refurbished the exhibits” to “The
exhibits were refurbished by the museum.”

Vocabulary Activity:
• Adjectives for Improvement: Identify and use different adjectives to describe the
improvements and changes, such as “significant,” “remarkable,” or “considerable.”
• Synonyms for Satisfaction: Replace words like “satisfied” and “dissatisfied” with synonyms
or phrases that might add variety or nuance, such as “pleased,” “content,” “unhappy,” or
“discontented.”
• Discussion of Changes: Use vocabulary related to change and impact, such as “enhance,”
“boost,” “reduce,” and “impact,” to describe the effect of the museum’s refurbishments on
visitor numbers and satisfaction levels.

46
Cambridge IELTS 14 Test 2
WRITING TASK 1
You should spend about 20 minutes on this task,
The chart below shows the value Of one country’s exports in various categories during
2015 and 2016. The table shows the percentage change in each category of exports in 2016
compared with 2015.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

47
Sample Answer:
The chart and table present data on the export earnings of a country across various product categories
between 2015 and 2016, detailing both the total values in billions of dollars and the percentage
change over this period.

In 2015, petroleum products were the highest-earning export, valued at approximately $60 billion,
followed closely by engineered goods and gems and jewellery, each hovering around $55 billion and $50
billion respectively. Agricultural products and textiles earned significantly less, with textiles at the
lowest at around $10 billion. By 2016, there was a slight increase in petroleum products to just over
$60 billion and a more noticeable rise in engineered goods, approaching $60 billion. However, gems and
jewellery saw a modest increase, while agricultural products remained almost constant, and textiles
slightly decreased.

The table reveals that the largest percentage increase in exports was seen in textiles, which rose by
15.24%, despite its low overall value. Engineered goods experienced an 8.5% growth, making it the
category with the second-highest rate of increase. Gems and jewellery also grew by 5.18%. Surprisingly,
petroleum products, despite being the highest earner, saw only a 3% increase. Agricultural products
had a negligible growth of 0.81%.

This data illustrates a diversified export profile where traditional high earners like petroleum maintain a
steady growth, while sectors such as textiles, though smaller in scale, show rapid increases, potentially
indicating shifts in global market demands or successful expansion in these sectors.

Grammar and Vocabulary Activities:

Grammar Activity:
1. Using Comparatives and Superlatives: Practice writing sentences that compare changes
across different years, using comparative and superlative forms. For example, “Textiles had the
highest growth rate in 2016.”
2. Modal Verbs for Possibility and Conclusion: Use modal verbs to suggest possible explanations
for the data trends. For example, “This might indicate a successful expansion in the textiles
sector.”

Vocabulary Activity:
• Synonyms for Increase and Decrease: Develop a list of synonyms to describe changes in
the data, such as ‘surge,’ ‘decline,’ ‘dip,’ ‘rise,’ and ‘drop.’ Use these in different sentences to
describe the data changes.
• Industry-Specific Vocabulary: Discuss and use terms specific to trade and economics, such as
‘earnings,’ ‘export profile,’ ‘market demands,’ and ‘global market.’ Explore how these terms can
be integrated into descriptions of economic data.
• Describing Trends and Changes: Use vocabulary related to trends such as ‘fluctuate,’ ‘stabilize,’
‘escalate,’ and ‘diminish’ to describe the movements in export earnings.

48
Cambridge IELTS 15 Test 4
WRITING TASK 1
You should spend about 20 minutes on this task,
The chart below shows what Anthropology graduates from one university did after finishing
their undergraduate degree course. 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.
Write at least 150 words,

Sample Answer:
The provided chart and table illustrate the employment status and salary ranges of Anthropology
graduates from one university five years after completing their undergraduate degrees.

The pie chart shows that a majority of the graduates, 52%, are engaged in full-time work. The next
largest segment, 15%, are combining part-time work with postgraduate studies, while 12% are in part-

49
time work alone. Only 8% are pursuing full-time postgraduate study, and another 8% are currently
unemployed. The remaining 5% of graduates’ activities are unknown.

The accompanying table details the salary distributions across different types of employment:
freelance consultants, the government sector, and private companies. Among these, graduates working
as freelance consultants and in the government sector have similar salary distributions.

Notably, 40% of freelance consultants earn between $75,000 and $99,999, and another 40% earn
$100,000 or more, indicating potentially high earnings in consultancy roles. In contrast, 50% of those
in the government sector earn $100,000 or more, suggesting a significant earning potential in public
service.

Private company employees show a broader salary range, with 35% earning between $50,000 and
$74,999, and 30% earning between $75,000 and $99,999. Only 30% of these graduates make
$100,000 or more, which is less than in the other sectors but still represents a substantial portion.

These findings highlight that Anthropology graduates have diverse career paths post-graduation, with
a significant number finding success in both the public and private sectors. The data also suggests
that higher salaries might be more attainable in government roles or through freelance consultancy,
compared to traditional employment in private companies.

Grammar and Vocabulary Activities:

Grammar Activity:
1. Passive Voice Practice: Convert active sentences to passive to focus on the action. Example:
“52% of the graduates are engaged in full-time work” could be written as “Full-time work
engages 52% of the graduates.”
2. Complex Sentences Construction: Combine simple sentences to form complex sentences using
conjunctions and relative clauses. Example: “Many graduates work in the government sector,
and they often earn high salaries” can be combined into “Many graduates who work in the
government sector often earn high salaries.”

Vocabulary Activity:
• Synonyms for Employment and Earnings: Find and use synonyms for common terms in the
report. For instance, replace ‘salary’ with ‘compensation’, ‘earnings’, ‘pay’, or ‘remuneration’.
• Industry-Specific Terms: Discuss terms related to employment such as ‘freelance’,
‘consultancy’, ‘sector’, and ‘postgraduate studies’. Explore how these terms are used in context
and what they imply about the job market.
• Descriptive Adjectives: Use adjectives to describe the data quantitatively and qualitatively,
such as ‘substantial’, ‘significant’, ‘moderate’, and ‘diverse’. Discuss how these adjectives affect
the tone and clarity of data presentation.

50
Cambridge IELTS 16 Test 1
WRITING TASK 1
You should spend about 20 minutes on this task,
The charts below show the changes in ownership Of electrical appliances and amount of time
spent doing housework in households in one country between 1920 and 2019.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

51
Sample Answer:
The provided charts illustrate the changes in ownership of electrical appliances and the amount of time
spent doing housework in households of one country between 1920 and 2019.

The first chart depicts a steady increase in the ownership of electrical appliances over the century. In
1920, the adoption rates for washing machines, refrigerators, and vacuum cleaners were considerably
low, with nearly all three categories starting at zero. Over the decades, there was a significant rise in
ownership. By 2019, refrigerators and vacuum cleaners were owned by nearly 100% of households,
indicating their essential status in modern homes. Washing machines also showed substantial growth,
reaching an ownership rate of just under 100%.

Conversely, the second chart shows a declining trend in the number of hours spent on housework per
week. In 1920, the average number of hours spent on housework was close to 50 hours per week. This
number has progressively decreased, reflecting the impact of modern appliances on reducing labor and
time spent on household chores. By 2019, the time spent on housework had dropped to below 10
hours per week, showcasing a dramatic reduction as appliances became more widespread and efficient.

These charts collectively suggest a strong correlation between the increased ownership of labor- saving
electrical appliances and the decrease in time households devote to housework. The data highlights the
significant role that technological advancements in home appliances have played in enhancing domestic
efficiency and altering lifestyle patterns over the last century.

Grammar and Vocabulary Activities:

Grammar Activity:
1. Prepositions of Time: Practice using prepositions correctly by forming sentences that describe
changes over time, using prepositions such as ‘by’, ‘over’, ‘between’, and ‘during’.
2. Passive Voice: Convert active voice sentences to passive voice to emphasize the actions or
trends rather than the subject. For example, “Households adopted more appliances” can be
changed to “More appliances were adopted by households.”

Vocabulary Activity:
• Adjectives for Change: Identify and use different adjectives to describe the increase or
decrease in the charts, such as ‘steady’, ‘significant’, ‘substantial’, and ‘dramatic’.
• Synonyms for Household Tasks: Discuss synonyms for terms related to housework such as
‘chores’, ‘tasks’, ‘duties’, and ‘activities’.
• Collocations with ‘Increase’ and ‘Decrease’: Explore collocations that use ‘increase’ and
‘decrease’, such as ‘steady increase’, ‘sharp decrease’, ‘gradual rise’, and ‘significant drop’, and
practice using them in context to describe data.

52
Cambridge IELTS 17 Test 2
WRITING TASK 1
You should spend about 20 minutes on this task,
The table and charts below give information on the police budget for 2017 and 2018 in one
area of Britain. The table shows where the money came from and the charts show how it was
distributed.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

53
Sample Answer:
The data provides a detailed comparison of the police budget sources and expenditure allocations for
an area in Britain over the years 2017 and 2018.

In terms of funding sources, the total police budget saw an increase from £304.7 million in 2017 to
£318.6 million in 2018. The National Government was the largest contributor, with its funding rising
from £175.5 million in 2017 to £177.8 million in 2018. Funding from local taxes showed a notable
increase from £91.2 million to £102.3 million, reflecting a significant reliance on local funding sources
over the period. Contributions from other sources, such as grants, remained relatively stable at around
£38 million.

The expenditure allocation across the categories of salaries, technology, and buildings and transport
shifted slightly from 2017 to 2018. In 2017, a large portion of the budget, 75%, was allocated to
salaries for officers and staff, with 17% for buildings and transport, and a minor 8% dedicated to
technology. By 2018, the proportion of the budget spent on salaries slightly decreased to 69%, while
spending on technology increased to 14%, and buildings and transport maintained a steady 17%. This
shift indicates a growing investment in technology within the police force.

These figures suggest that while the police budget has increased, there is a strategic reallocation
focusing more on technological advancements, possibly reflecting evolving priorities in law enforcement
strategies. The consistent investment in buildings and transport underscores an ongoing need for
infrastructure and operational support to accompany technological enhancements.

Grammar and Vocabulary Activities:

Grammar Activity:
1. Passive Voice: Practice rewriting sentences from active to passive voice to emphasize the
financial figures rather than the authorities. For example: “The National Government funded
£177.8 million” can be changed to “£177.8 million was funded by the National Government.”
2. Comparative Structures: Construct sentences that compare the budget allocations between
the two years using comparative forms. For instance: “Spending on technology increased by
6% from 2017 to 2018.”

Vocabulary Activity:
• Financial Terms: Identify and use synonyms and related vocabulary for budget discussions,
such as “allocation,” “funding,” “expenditure,” and “contribution.”
• Adjectives for Changes: Use various adjectives to describe the changes in the data, such as
“slight,” “notable,” “steady,” and “significant.”
• Collocations with ‘Budget’ and ‘Spend’: Explore collocations related to budgeting, like “budget
increase,” “spend allocation,” and “funding sources,” to enhance description accuracy and
variety.

54
Cambridge IELTS 17 Test 2
WRITING TASK 1
You should spend about 20 minutes on this task,
The charts below give information on the location and types ot dance classes young people in
a town in Australia are currently attending.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

55
Sample Answer:
The provided visuals offer insights into the location of dance classes and the preferences for types of
dance among young people in a town in Australia, reflecting data for both the venue distribution and
popularity of dance styles segmented by age group.

The pie chart reveals that nearly half of the dance classes (48%) occur in private studios, indicating
a strong preference for specialized dance training environments. School halls, used after school hours,
account for 24% of classes, showcasing schools as significant venues for dance activities. Community
halls and other venues host 18% of the classes, while college-based studios are the least utilized, with
only 10% of classes held there.

In terms of dance class types, the bar chart displays the number of students attending ballet, tap,
and modern dance classes, broken down into two age groups: under 11 and 11-16. Ballet is the most
popular dance form, with significantly more participants in both age groups compared to tap and
modern dance. The under-11 age group is especially prominent in ballet, with around 650 participants,
compared to about 500 in the 11-16 group. Tap dance shows an interesting distribution, having nearly
equal popularity in both age groups, with approximately 300 students each. Modern dance is less
popular, with fewer students, particularly in the 11-16 age group.

The data suggests that while private studios dominate as the preferred venue for dance classes, ballet
remains the most favored dance style among young people, particularly those under 11. The relatively
lower participation in modern dance could indicate a less developed interest or availability of these
classes in the surveyed locations.

Grammar and Vocabulary Activities:

Grammar Activity:
1. Comparatives and Superlatives: Practice forming sentences that compare the popularity and
distribution of dance classes using comparatives and superlatives. Example: “Ballet is the most
popular dance form, attracting more participants than either tap or modern dance.”
2. Quantifiers: Work on sentences that incorporate quantifiers to discuss proportions and
quantities, such as “nearly half,” “a majority,” and “a significant number.”

Vocabulary Activity:
• Synonyms for Popularity and Distribution: Develop a list of synonyms for words like ‘popular’
and ‘distributed’. Suggested synonyms might include “favored,” “prevalent,” “widespread,” and
“commonplace.”
• Descriptive Adjectives: Use adjectives to describe the locations and preferences related to
dance classes, such as “specialized,” “significant,” “prominent,” and “less popular.”
• Dance-specific Vocabulary: Enhance vocabulary related to dance by discussing terms specific
to this field, such as “ballet,” “tap,” “modern,” “studio,” “venue,” and “class.”

56
 Map
Cambridge IELTS 9 Test 1
WRITING TASK 1
You should spend about 20 minutes on this task,
The two maps below show an island, before and after the construction of some tourist
facilities.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

Sample Answer:
The maps compare the layout of an island before and after the development of tourist facilities. It
is evident that significant changes have been made to accommodate visitors, transforming the once
natural landscape into a fully equipped tourist destination.

Initially, the island was relatively undeveloped, featuring a beach on the west side and untouched
vegetation across the rest. The only visible pathway was a track near the beach, suggesting minimal
human impact. There were no buildings, piers, or other infrastructure to support tourism.

57
In contrast, the current map shows extensive development. Tourist accommodations have been
constructed near the center of the island, complete with a reception area and a restaurant immediately
adjacent to it. This central cluster of facilities is connected by footpaths to various parts of the island,
ensuring accessible movement for tourists. Notably, a pier has been built extending from the reception
area into the sea, likely to facilitate boat arrivals and watersports.

Moreover, vehicle tracks now run around the accommodations and restaurant, indicating increased
accessibility and possibly service delivery routes. The beach area remains, but it is now more accessible
and possibly enhanced for tourist use.

Overall, these developments suggest a shift from a pristine natural area to a commercial tourist hub,
equipped with necessary facilities to support significant visitor numbers, thus potentially boosting local
tourism revenue but also impacting the natural landscape.

Grammar and Vocabulary Activity:

Grammar Focus:
1. Passive Voice: Practice transforming active sentences into passive ones.
Example: “They built a pier” becomes “A pier was built.”
2. Comparatives and Superlatives: Use these forms to describe changes. Example: “The island is
now more developed than before.”

Vocabulary Enhancement:
• Synonyms for ‘development’: Try using ‘construction’, ‘expansion’, or ‘enhancement.’
• Tourism-related terms: Use words like ‘accommodations’, ‘facilities’, ‘footpath’, and ‘pier’ in
different contexts.
Exercises:
Convert the following sentences to passive voice:
• “Developers added several new structures to the island.”
• “Tourists use the new pier for watersports.”
• Create sentences using comparatives:
• “The number of trees on the island now is less than before.”
• “The developed area is more extensive than it was.”

Use tourism-related vocabulary in a short paragraph about a hypothetical island development

project. Include at least five of the suggested terms.

58
Cambridge IELTS 12 Test 6
WRITING TASK 1
You should spend about 20 minutes on this task,
The maps below show the centre Of a small town called Islip as it is now, and plans for its
development.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

59
Sample Answer:
The maps illustrate the current layout and proposed development of the town centre of Islip, showing
considerable changes aimed at modernizing the area and enhancing its functionality.

Currently, the town centre features a main road that runs from west to east, with shops located on
either side. South of the main road is a row of houses, followed by a school which is directly to the south
of these houses. The northern part of the map is bordered by countryside, while a park is situated to
the northeast corner, adjacent to the housing.

The planned development of the town centre includes substantial alterations. The main road is to be
transformed into a dual carriageway, enhancing transport capacity and flow. The shops will be retained
in their current position along this new dual carriageway. Notably, the area directly north of the shops
is to be pedestrianized and will also feature a new shopping centre, indicating a shift towards a more
pedestrian-friendly environment.

Additionally, a bus station is planned on the western end of the pedestrian area, adjacent to a new car
park, suggesting an emphasis on public transportation. South of the shopping area and across the dual
carriageway, new housing will be constructed, which implies residential expansion. The existing park will
be relocated to the southeast, making it more central in relation to the new housing and existing school,
thereby likely enhancing accessibility for both residents and students.

Overall, the redevelopment plans for Islip town centre focus on traffic modernization, commercial
expansion, and residential growth, reflecting an integrated approach to urban planning.

Grammar and Vocabulary Activities:

Grammar Activity:
1. Passive Voice: Transform active sentences into passive constructions to focus on the changes
made to the town rather than who is making them. For example: “The town planners will
transform the main road” becomes “The main road will be transformed by the town planners.”
2. Conditional Sentences: Practice writing conditional sentences to discuss the potential effects
of the new developments. For example, “If the main road is expanded, it might reduce traffic
congestion.”

Vocabulary Activity:
• Synonyms for Urban Change: Find synonyms for words like “developed,” “expanded,” and
“modernized” to avoid repetition and enrich vocabulary.
• Describing Locations and Directions: Enhance descriptions of maps by using specific terms
related to location and direction, such as “adjacent,” “bordering,” “eastern edge,” and “directly
south of.”
• Collocations with Development and Planning: Use collocations related to urban
• development effectively, such as “urban planning,” “residential expansion,” “commercial area,”
and “pedestrianize.”

60
Cambridge IELTS 13 Test 1
WRITING TASK 1
You should spend about 20 minutes on this task,
The two maps below show road access to a city hospital in 2007 and in 2010.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

61
Sample Answer:
The maps provide a comparative view of the road access to a city hospital between the years 2007
and 2010, illustrating significant infrastructure developments to accommodate traffic and improve
accessibility.

In 2007, the hospital was accessible via a direct road linked to the Ring Road, with both the hospital
and the road arrangements appearing relatively straightforward. The road, named City Road, led into
a small parking area shared by staff and the public. To the east of the hospital, a simple bus stop
facilitated public transport access.

By 2010, substantial changes were implemented. The road system was modified to include a roundabout,
suggesting an aim to improve traffic flow and accessibility. City Road was extended to connect directly
to the roundabout, which seems to streamline the approach to the hospital. The parking facilities were
also expanded and segregated; a new public car park was constructed adjacent to the original parking
area, now designated solely for staff. This separation likely reflects an increase in both staff and
visitor numbers, necessitating more organized parking arrangements. Additionally, the public transport
facilities were enhanced with the establishment of a dedicated bus station near the hospital, replacing
the old bus stop. This upgrade would improve the capacity and efficiency of bus services for hospital
visitors and staff.

These changes between 2007 and 2010 highlight a strategic development focused on improving the
hospital’s accessibility and managing increased vehicular and pedestrian traffic, which are critical for
hospital functionality.

Grammar and Vocabulary Activities:

Grammar Activity:
1. Passive Constructions: Practice rewriting descriptions using the passive voice to emphasize the
changes made rather than the agents of change. Example: “A roundabout was constructed to
improve traffic flow.”
2. Time Clauses: Develop sentences that use time clauses to describe when changes occurred,
using phrases like “by 2010” or “between 2007 and 2010.”

Vocabulary Activity:
• Synonyms for Change and Development: Identify synonyms for ‘development’ and ‘change’ to
vary language use, such as “modification,” “transformation,” “evolution,” and “alteration.”
• Describing Infrastructure: Use specific vocabulary related to infrastructure, such as
“roundabout,” “bus station,” “car park,” and “traffic flow.”
• Adjectives Describing Improvements: Encourage the use of adjectives that describe the nature
of improvements, such as “substantial,” “significant,” “streamlined,” and “enhanced.”

62
Cambridge IELTS 13 Test 4
WRITING TASK 1
You should spend about 20 minutes on this task,
The plans below show the layout of a university’s sports centre now, and how it will look after
redevelopment.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

63
Sample Answer:
The plans depict the current layout and proposed future redevelopment of a university sports center,
illustrating significant enhancements and expansions in its facilities.

Presently, the sports center is structured with a 25-meter pool located centrally, flanked by a gym
to the west and outdoor courts to the east. The entrance leads directly to a reception area, situated
south of the pool, which provides access to all main facilities. North of the reception, there is a changing
room that serves both the gym and the pool. This configuration supports a functional flow but is limited
in terms of additional facilities and space for leisure activities.

The future redevelopment of the sports center shows a comprehensive redesign aimed at greatly
expanding its capacity and the variety of activities offered. The gym remains in its original location to
the west of the layout; however, it appears to be slightly more compact to accommodate additional
facilities. The 25-meter pool also retains its central position but is complemented by a new leisure pool
shaped irregularly, suggesting a focus on recreational as well as fitness swimming.

Significant new features include a sports shop adjacent to a revamped changing room area, which itself
has been relocated to the southern edge, adjacent to a new café, enhancing the center’s hospitality
services. Additionally, a new sauna is integrated next to the gym, providing a wellness facility to the
sports center’s offerings. Perhaps most notably, the redevelopment plans include a sports hall and a
dance studio to the north, indicating an expansion of indoor sports and activity spaces that were not
previously available.

These changes are indicative of a shift towards a more diverse and community-oriented sports center,
aiming to cater to a broader range of activities and potentially increasing student and staff engagement.

Grammar and Vocabulary Activities:

Grammar Activity:
1. Modals for Speculation: Practice using modals of probability (might, could, may) to discuss
possible reasons for the redesign and its potential impact on users. For example, “The addition
of a leisure pool may attract more students seeking relaxation options.”
2. Comparative Structures: Write sentences that compare the current and future facilities using
comparative forms, such as “bigger,” “more accommodating,” and “better equipped.”

Vocabulary Activity:
• Synonyms for Expansion and Addition: Develop synonyms for ‘expansion’ and ‘addition’ like
“extension,” “enlargement,” “augmentation,” and “inclusion.”
• Terms Related to Sports Facilities: Discuss and use specific terms related to sports facilities
such as “leisure pool,” “sports hall,” “dance studio,” and “sauna.”
• Descriptive Adjectives for Layout Changes: Use adjectives to describe the layout changes
effectively, such as “revamped,” “redesigned,” “enhanced,” and “comprehensive.”

64
Cambridge IELTS 14 Test 4
WRITING TASK 1
You should spend about 20 minutes on this task,
The plans below show a public park when it first opened in 1920 and the same park today.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

65
Sample Answer:
The plans compare the layout of Grange Park in 1920 with its current state, highlighting several
modifications made over the years to adapt to contemporary needs and enhance visitor experience.

In 1920, Grange Park was laid out symmetrically with a central pathway leading from the Arnold Avenue
entrance to the Eldon Street entrance. The park featured rose gardens symmetrically positioned on
either side of the pathway near both entrances. Central amenities included a stage for musicians
opposite the Arnold Avenue entrance and a fountain opposite the Eldon Street entrance. Additional
seating was strategically placed throughout the park, and a glasshouse alongside a pond for water
plants provided botanical attractions.

Today, Grange Park has undergone significant redevelopment. The stage for musicians has been replaced
by a modern amphitheater for concerts, suggesting a shift towards more dynamic and inclusive public
events. The rose gardens have been retained but are now flanked by additional seating areas, which
indicates an effort to enhance the comfort of visitors. The central fountain has been removed and
replaced by a children’s play area, marking a shift towards family-oriented facilities. Moreover, a café has
been added near the Arnold Avenue entrance, catering to the contemporary trend of including social
amenities within public spaces. The pond has been transformed into a more formal water feature, and a
new underground car park has been introduced beneath Eldon Street, reflecting the increased demand
for parking due to visitor influx.

These modifications indicate a transition from a traditional decorative park to a multifunctional urban
space that caters to both recreational and practical needs of the public.

Grammar and Vocabulary Activities:

Grammar Activity:
1. Passive Voice Practice: Write sentences about the park’s changes using passive constructions,
e.g., “The stage was replaced by an amphitheater.”
2. Comparative and Superlative Forms: Use comparative and superlative forms to discuss the
evolution of the park, focusing on the extent of changes, e.g., “The most significant change
was the addition of a café.”

Vocabulary Activity:
• Synonyms for Change: Use synonyms like “modified,” “transformed,” “redeveloped,” and
“revamped” to describe the park’s evolution.
• Park Features Vocabulary: Discuss and use terms specific to park features, such as
“amphitheater,” “rose garden,” “water feature,” and “play area.”
• Descriptive Adjectives: Employ adjectives to enhance descriptions of the park layout changes,
such as “symmetrical,” “contemporary,” “dynamic,” and “family-oriented.”

66
Cambridge IELTS 16 Test 3
WRITING TASK 1
You should spend about 20 minutes on this task,
The plans below show the site of an airport now and how it will look after redevelopment
next year.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

67
Sample Answer:
The provided diagrams depict Southwest Airport’s current layout and its anticipated redevelopment
next year, illustrating significant changes intended to enhance operational capacity and passenger
experience.

Currently, the airport concourse is structured in a straightforward, linear fashion with eight gates
sequentially numbered from 1 to 8. Basic airport services including check-in, a café, and walkways are
located prior to security checkpoints which lead to passport control and customs, facilitating a direct
route for departing passengers. The gates are directly accessible following security clearance, arranged
in a straight line that simplifies the boarding process but may contribute to congestion during peak
times.

The redevelopment plans for next year show a transformation into a more sophisticated radial layout,
expanding the number of gates to eighteen. This expansion is designed to distribute passenger flow
more evenly and reduce bottleneck areas, potentially improving overall airport efficiency. The central hub
will house enhanced security, passport control, and customs facilities, similar in function to the current
setup but likely optimized for higher traffic. The introduction of additional services such as a sky train
station, more shops, ATMs, and a car hire facility suggest a move towards a more comprehensive service
offering aimed at improving passenger convenience and airport accessibility.

Each gate in the new plan is more spaciously placed around the central hub, which should streamline
passenger movement and provide quicker access to each gate from the newly introduced amenities.
Notably, the addition of a sky train station indicates a commitment to better internal connectivity,
facilitating faster transfers between gates and terminals.

Overall, the redevelopment of Southwest Airport is poised to significantly enhance its infrastructure by
increasing capacity, improving passenger flow, and expanding services, which collectively aim to provide
a more efficient and enjoyable travel experience.

Grammar and Vocabulary Activities:

Grammar Activity:
1. Comparatives and Superlatives: Practice rewriting sentences to include comparative and
superlative structures that compare the features between the two maps.
2. Passive Voice: Focus on restructuring active sentences into passive form to emphasize the
changes made by the planners rather than the planners themselves.

Vocabulary Activity:
• Key Terms: Expand vocabulary by finding synonyms for words like “layout,” “facilities,”
“services,” and “expansion.”
• Describing Changes: Use phrases like “is poised to,” “plans show,” and “transformation into” to
discuss future changes.
• Adjectives and Adverbs: Enhance descriptions with adjectives and adverbs such as
“significantly,” “streamlined,” “sophisticated,” and “evenly.”

68
Cambridge IELTS 17 Test 1
WRITING TASK 1
You should spend about 20 minutes on this task,
The maps below show an industrial area in the town of Norbiton, and planned future
development Of the Site.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

69
Sample Answer:
The maps provided display the current layout of an industrial area in the town of Norbiton and its
substantial transformation planned for the near future.

Currently, the area features a straightforward layout with the town adjacent to the north side of
the industrial site, separated by a clear boundary. The industrial site comprises several large buildings,
possibly factories, organized linearly along a road that runs parallel to a river. The river curves around to
the east where the area transitions into farmland, suggesting a mix of industrial and rural land uses.

The proposed development plan for this area indicates a significant shift towards a more community-
focused and diversified usage. The industrial buildings are replaced by a mix of residential housing,
a school, and a medical centre, which form a new neighborhood layout around a central roundabout,
promoting accessibility and connectivity. This roundabout also connects to additional facilities including
shops and a playground, positioned strategically to serve the new residential community. The proximity
of these amenities to housing and educational facilities underscores a planned integration of living,
shopping, and recreational spaces to enhance community well-being.

Further, the farmland to the east remains unchanged, maintaining the area’s rural character, while
the new development ensures that the natural beauty of the riverfront is preserved. This thoughtful
planning suggests an effort to balance development with environmental and community wellness.

Overall, the transformation planned for Norbiton’s industrial area is poised to significantly alter its
character from an industrial zone to a vibrant residential and commercial hub, aimed at improving the
quality of life for its residents and integrating more closely with the natural and social environment of
the town.

Grammar and Vocabulary Activities:

Grammar Activity:
1. Practice with Prepositions: Write sentences using appropriate prepositions for locations
shown on the map, such as “adjacent to,” “along,” and “around.”
2. Causative Forms: Use the causative form to talk about development plans, e.g., “The town
council has planned to have the factories replaced by residential units.”

Vocabulary Activity:
• Urban Planning Terms: Discuss and find synonyms or related terms for urban development
such as “zoning,” “infrastructure,” “amenities,” and “urban renewal.”
• Descriptive Adjectives: Use adjectives to describe the transformation such as “substantial,”
“integrated,” “strategic,” and “preserved.”
• Word Formation: Focus on word formation from nouns to adjectives or verbs to nouns to
expand vocabulary contextually, such as “development (noun) → developmental (adjective).”

70
Cambridge IELTS x Test x
WRITING TASK 1
You should spend about 20 minutes on this task,
The plans below show a harbour in 2000 and how it looks today.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

Sample Answer:
The provided diagrams depict the development of Porth Harbour over a span of approximately two
decades, highlighting significant changes in the infrastructure and facilities.

71
In 2000, Porth Harbour was primarily structured with a central dock that catered to both marina
activities and passenger ferries. Key facilities included showers and toilets, which were centrally located,
and two separate car parks to accommodate visitors. Notably, the harbour hosted a designated area for
fishing boats, a lifeboat station to the east, and a road that traced the harbour’s perimeter facilitating
access. Additionally, the presence of a public beach adjacent to a disused castle added historical and
recreational value to the harbour.

Fast forward to the present, Porth Harbour has undergone substantial modifications to better serve
its increased visitor and commercial traffic. The central dock remains but is now flanked by elongated
piers extending into the sea, possibly to accommodate larger vessels and increase docking capacity.
The marina for private yachts has expanded, replacing the area previously used by fishing boats, which
suggests a shift towards a more leisure-oriented marine facility.

Moreover, new amenities including cafes and shops have been introduced, located near the showers and
toilets, which have been retained in the same area but are now likely upgraded to cater to the increased
footfall. A significant addition is the private hotel located on the previously unutilized land near the
public beach, which indicates commercial development aimed at boosting tourism.

The lifeboat station remains a constant, emphasizing ongoing commitments to safety and emergency
services. However, the road layout has been streamlined to perhaps allow smoother traffic flow and
better access to the new facilities. The car parks are maintained in their original locations, ensuring
that access for visitors is still prioritized.

Overall, the evolution of Porth Harbour reflects a strategic shift from a more utilitarian maritime focus
to a commercially viable and tourist-friendly destination. These changes have potentially enhanced the
local economy through increased tourism and improved marine services.

Grammar and Vocabulary Activities:

Grammar Activity:
1. Past Simple vs. Present Perfect: Students can practice using the past simple to describe the
harbour in 2000 and the present perfect to discuss changes up to the current layout.
2. Passive Voice: Rewrite sentences from the description using the passive voice to focus on the
changes made to the harbour, e.g., “The piers were extended to accommodate larger vessels.”

Vocabulary Activity:
• Nautical and Geographical Terms: Enhance vocabulary with terms such as “dock,” “pier,”
“marina,” and “lifeboat station.”
• Adjectives for Change: Use descriptive adjectives to compare the harbour’s state in 2000 and
today, such as “expanded,” “streamlined,” and “modernized.”
• Word Formation: Practice forming nouns from verbs and adjectives related to development,
e.g., “development” from “develop,” “expansion” from “expand.”

72
 Diagram
Cambridge IELTS 10 Test 4
WRITING TASK 1
You should spend about 20 minutes on this task,
The diagrams below show the life cycle of a species of large fish called the salmon.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

73
Sample Answer:
The diagram illustrates the life cycle of a salmon from egg to adult, delineating each stage along with
their typical environments.

The cycle begins with the deposition of salmon eggs in the upper reaches of a slow-moving river, among
reeds and small stones, where they remain for approximately 5 to 6 months. This initial phase provides
a secure environment for the eggs to develop, sheltered from fast currents and predators.

After hatching, the young salmon, known as ‘fry,’ continue to grow in this safe riverine nursery. The fry
are depicted as small fish measuring 3-5 centimeters in length. They reside in this part of the river
for around 4 years, during which they mature into ‘smolt,’ a stage characterized by significant growth,
reaching 12-15 centimeters. This developmental phase prepares them for the journey downstream to
more challenging environments.

The smolt then migrate to the lower, fast-flowing sections of the river, a transition indicative of their
readiness to face the open sea. After spending approximately 5 years in the ocean, where they fully
mature, the salmon reach their adult phase, achieving lengths of about 70-76 centimeters. The oceanic
phase of their life is critical for their growth and development into fully matured adults capable of
reproduction.

Completing their life cycle, the adult salmon return to the upper river sections to spawn, thereby
continuing the survival of their species. This remarkable journey not only highlights their growth stages
but also emphasizes the salmon’s instinctual migration pattern, ensuring both their development and
the propagation of future generations.

Grammar and Vocabulary Activities:

Grammar Activity:
1. Use of Modal Verbs for Possibility and Certainty: Practice rewriting sentences from the
description using modal verbs, e.g., “Salmon may face numerous challenges during their
migration.”
2. Passive Voice Practice: Focus on converting active sentences into passive voice to emphasize
the process over the subject, e.g., “Eggs are deposited in the upper river by adult salmon.”

Vocabulary Activity:
• Lifecycle Vocabulary: Identify and use specific terms related to biological life cycles such as
“spawn,” “migrate,” “hatch,” and “mature.”
• Descriptive Adjectives: Use adjectives to describe stages of growth and environments, such as
“slow-moving,” “fast-flowing,” “secure,” and “challenging.”
• Synonyms for Growth and Development: Find synonyms for key words used in the description
like “grow,” “develop,” “transition,” and “mature.”

74
Cambridge IELTS 12 Test 8
WRITING TASK 1
You should spend about 20 minutes on this task,
The diagram below shows how geothermal energy is used to produce electricity.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

75
Sample Answer:
The diagram illustrates the process by which geothermal energy is harnessed to generate electricity
in a geothermal power plant.

The process begins at the injection well, where cold water is pumped deep into the Earth’s crust to a
depth of approximately 4.5 kilometers. This step is crucial as it directs the water to the geothermal
zone, an area characterized by hot rocks.

Upon reaching this zone, the cold water absorbs heat from the surrounding rocks and becomes hot.
This transformation is critical as the heated water then ascends towards the surface through the
production well, driven by the increased pressure and temperature.

At the surface, the hot water transitions into steam upon reaching the turbine. The steam’s force is
utilized to rotate the turbine, which is mechanically connected to a generator. The primary function of
the turbine here is to convert kinetic energy from the steam into mechanical energy, which the generator
then converts into electricity. This conversion is key to the functionality of the plant as it produces the
electricity that is subsequently transferred to the power grid.

After passing through the turbine, the steam reaches the condenser. In this phase, the steam is cooled
down and condenses back into water. The condensation is essential as it allows the water to be reused;
the now cold water is pumped back down into the Earth to absorb more heat, thus maintaining the
cycle’s sustainability.

Overall, the geothermal power production cycle is a closed loop that efficiently utilizes natural heat from
the Earth’s interior to generate electricity, highlighting a renewable energy process that has minimal
impact on the environment due to its reuse of water and generation of clean energy.

Grammar and Vocabulary Activities:

Grammar Activity:
1. Passive Voice: Practice rewriting the description using the passive voice, focusing on the
processes involved, e.g., “Cold water is pumped deep into the Earth’s crust.”
2. Conditionals for Hypothetical Processes: Write sentences about what would happen if parts of
the process failed or were modified, using second and third conditionals.

Vocabulary Activity:
• Technical Descriptions: Use technical vocabulary related to energy production, such as
“turbine,” “generator,” “condenser,” and “geothermal zone.”
• Synonyms for Movement: Explore synonyms for key verbs that describe movement, such as
“pumped,” “transforms,” and “ascends.”
• Adjectives for Describing Processes: Employ descriptive adjectives to enhance understanding
of the process stages, like “sustainable,” “efficient,” and “renewable.”

76
Cambridge IELTS 14 Test 3
WRITING TASK 1
You should spend about 20 minutes on this task,
The diagram below shows how electricity is generated in a hydroelectric power station.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

77
Sample Answer:
The diagram illustrates the operational process of generating electricity at a hydroelectric power
station, which utilizes a dam to manage water flow and turbines for energy production.

The process begins with water from a river being directed into a high-level reservoir by a dam. This
reservoir acts as the primary storage for the water needed to generate electricity. During the day,
gates at the intake are opened, allowing water to flow from the high-level reservoir down through the
dam into turbines located within the power station below. The movement of water turns the turbines,
which are mechanically connected to generators that produce electricity. This electricity is then
transmitted to the national grid through power lines.

At night, the operation reverses; the intake gates close, and the turbines function differently. Instead
of generating electricity, they operate as pumps. Water is pumped from a low-level reservoir back up
to the high-level reservoir. This ensures that there is sufficient water stored overnight to continue
electricity generation during the day without relying on real-time water flow from the river.

This cyclical use of water makes hydroelectric power a sustainable energy source. It highlights the
efficiency of using gravitational force and water flow to generate electricity while also emphasizing the
ability to store and reuse water resources within the same system, minimizing environmental impact.

Grammar and Vocabulary Activities:

Grammar Activity:
1. Rephrasing Using Different Tenses: Practice changing the description from present to past and
future tenses to explore the differences in expressing procedural actions.
2. Passive and Active Voice: Convert sentences from the active to the passive voice to focus on
the action rather than the subject, e.g., “Water is pumped from the low-level reservoir.”

Vocabulary Activity:
• Technical Vocabulary: Enhance understanding of terms such as “reservoir,” “turbine,”
“generator,” and “intake.”
• Descriptive Adjectives: Use adjectives to describe processes and equipment in hydroelectric
power generation like “reversible,” “sustainable,” and “efficient.”
• Synonyms for Movement and Transition: Find and use synonyms for actions described in the
process such as “directed,” “flow,” and “transmitted.”

78
Cambridge IELTS 15 Test 3
WRITING TASK 1
You should spend about 20 minutes on this task,
The diagram below shows how instant noodles are manufactured.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

79
Sample Answer:
The diagram details the process involved in manufacturing instant noodles, starting from ingredient
storage to the final packaging stage.

Initially, the raw materials, primarily flour, are stored in large silos. This flour is then transferred to a
mixer where water and oil are added, creating a dough mixture. Once the dough is formed, it is passed
through rollers that press it into thin, flat sheets. Subsequent steps involve cutting these sheets into
dough strips, which provide the basic shape for the noodles.

These dough strips are then further processed into noodle discs, which are small, round shapes that
fit into the packaging cups. The next stage involves cooking these discs using oil, followed by a drying
process to reduce moisture and increase shelf-life. After cooking and drying, the noodles are ready for
the final addition of ingredients such as dried vegetables and spices, enhancing the flavor profile of the
product.

The last step in the noodle manufacturing process is the packaging phase. The noodles, along with
their flavoring additives, are placed into cups, which are then labeled and sealed to ensure the product
remains fresh until opened by the consumer.

This efficient process illustrates the complexity behind the production of a simple, everyday product like
instant noodles, highlighting both the technological involvement and the attention to detail required to
maintain consistent quality and taste.

Grammar and Vocabulary Activities:

Grammar Focus:
1. Passive Voice Practice: Rewrite the descriptions using passive constructions to emphasize the
process rather than the agents.
2. Modal Verbs for Possibility and Necessity: Use modal verbs to discuss the steps that could or
must occur in alternative noodle production methods.

Vocabulary Enhancement:
• Technical Terms: Identify and define terms like “silo,” “mixer,” “rollers,” and “sealing.”
• Descriptive Adjectives: Apply descriptive adjectives to enhance the narrative, such as “thin,”
“flat,” “dried,” and “sealed.”
• Synonyms for Production Steps: Find synonyms for key actions in the process, such as
“transferred,” “pressed,” “cut,” and “packaged.”

80
Cambridge IELTS 16 Test 2
WRITING TASK 1
You should spend about 20 minutes on this task,
The diagram below shows the manufacturing process for making sugar from sugar
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

81
Sample Answer:
The diagram outlines the detailed process of producing sugar from sugar cane, encompassing several
steps from the initial growing phase to the final drying and cooling of the sugar.

Initially, sugar cane is grown over a period of 12-18 months. Once mature, the canes are harvested
manually or by machines, a crucial step given the plant’s seasonal growth pattern. Following harvesting,
the canes undergo crushing where the juice is extracted, leaving behind the fibrous residue.

The extracted juice is then subjected to purification through a limestone filter which helps in removing
impurities. This step is essential for achieving the desired quality and clarity of the sugar. After
purification, the juice is concentrated by evaporation in a series of evaporators, increasing the sugar
concentration by removing excess water, thus turning the juice into syrup.

In the subsequent step, this syrup is fed into a centrifuge, where through rapid spinning, raw sugar
crystals are separated from the remaining liquid. These raw sugar crystals are then sent for further
drying and cooling. This final step stabilizes the sugar, making it ready for packaging and distribution.

The process depicted showcases a blend of traditional agricultural techniques and modern industrial
processes, highlighting the complex nature of sugar production that combines mechanical and chemical
methods to convert raw sugar canes into refined sugar ready for consumer use.

Grammar and Vocabulary Activities:

Grammar Focus:
1. Passive Voice Conversion: Convert the process descriptions into passive voice to emphasize
the steps over the agents performing them.
2. Conditional Sentences: Create conditional sentences to discuss possible outcomes if steps in
the process were altered.

Vocabulary Enhancement:
• Process Verbs: Identify and use synonyms for process verbs like “harvest,” “crush,” “purify,”
and “evaporate.”
• Technical Descriptors: Introduce and define technical terms such as “centrifuge,” “evaporator,”
and “limestone filter.”
• Adjectives for Quality: Use adjectives to describe the quality and stages of the sugar such as
“refined,” “crystallized,” and “concentrated.”

82
Cambridge IELTS 16 Test 4
WRITING TASK 1
You should spend about 20 minutes on this task,
The diagram below shows the process for recycling plastic bottles.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

83
Sample Answer:
The diagram illustrates the comprehensive process of recycling plastic bottles, consisting of nine key
stages from the initial disposal to the final production of new items from the recycled material.

The recycling process begins with the disposal of plastic bottles into specific bins (1), after which they
are collected by recycling trucks (2). Upon arrival at the recycling center, the bottles undergo sorting
(3) to separate usable materials from non-recyclable components. The sorted bottles are then crushed
into small pieces (4) and compressed into dense blocks (5) to facilitate further processing.

In the subsequent stage, the compressed blocks are broken down into plastic pellets (6), which are then
washed to remove any impurities (7). These clean pellets are heated to create a malleable raw material
(8), ready for the final step of the recycling chain.

The raw material is eventually molded into new products (9), completing the cycle of plastic recycling.
This process not only helps in reducing the waste in landfills but also conserves resources by repurposing
the plastic material.

Grammar and Vocabulary Activities:

Grammar Focus:
1. Passive Voice Practice: Rewrite the descriptions using the passive voice to focus on the action
rather than the doer.
2. Sequencers and Connectors: Use sequencers and connectors to rewrite the process in a
paragraph format, ensuring a smooth flow of information.

Vocabulary Enhancement:
• Synonyms for Recycling Terms: Find synonyms for key terms such as ‘sort’, ‘crush’, ‘compress’,
and ‘mold’.
• Industry-Specific Vocabulary: Introduce and define terms specific to recycling and materials
processing, like ‘pelletize’, ‘compaction’, and ‘malleable’.

84
Cambridge IELTS 16 Test 4
WRITING TASK 1
You should spend about 20 minutes on this task,
The diagram below shows the floor plan Of a public library 20 years ago and how it looks now.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

85
Sample Answer:
The provided diagrams compare the layout of a public library 20 years ago with its current configuration,
highlighting several significant changes in its arrangement and facilities.

Two decades ago, the library’s entrance opened directly to a central area flanked by various sections.
To the right, a zone for children’s books was near tables and chairs meant for reading and studying,
alongside an enquiry desk for book returns and ticket services. The left side was occupied by collections
of CDs, videos, computer games, and adult fiction books, all positioned adjacent to a reading room
dedicated to newspapers and magazines.

In the current layout, the library has undergone considerable transformation to accommodate modern
needs. The entrance area remains central but now leads to different facilities: an information desk
replaces the old enquiry area, reflecting a shift towards more digital interaction with self-service
machines nearby. The children’s section has been enhanced with storytelling events and comfortable
sofas, fostering a more interactive environment. The computer room remains, but it is now adjacent to
a new café, suggesting a move towards a more communal atmosphere. Furthermore, all reference books
are grouped together in one area, indicating a more unified approach to informational resources.

These changes not only demonstrate an evolution in the services offered by the library but also reflect
broader trends in public space utilization, focusing on digital access and community engagement over
traditional media formats.

Grammar and Vocabulary Activity:

• Transform sentences from passive to active voice where applicable.
• Discuss the use of past and present tenses in describing changes over time.
• Identify modal verbs that could indicate possibility or suggestions, and explore
alternative choices.

86
Cambridge IELTS 16 Test 4
WRITING TASK 1
You should spend about 20 minutes on this task,
The diagram below shows how a biofuel called ethanol is produced.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words,

87
Sample Answer:
The diagram illustrates the process of producing ethanol, a type of biofuel, from plant materials through
a cyclical system involving multiple stages.

Initially, the process begins with the growth of plants and trees, which utilize energy from sunlight
and carbon dioxide to develop. Once matured, these plants are harvested and then subjected to pre-
processing where they are chopped into smaller pieces to extract cellulose.

Following this, the cellulose is processed further to break it down into sugars. These sugars are then
fermented with the addition of specific microbes that help convert them into ethanol. This ethanol can
be used as a fuel in vehicles, where its combustion releases carbon dioxide back into the atmosphere.

This released carbon dioxide, along with the carbon dioxide exhaled from other sources, is reabsorbed by
growing plants and trees, thereby creating a closed loop. This cycle helps mitigate the net addition of
carbon dioxide to the atmosphere, which is a significant benefit over fossil fuels. The diagram effectively
demonstrates how ethanol production is a sustainable process that utilizes renewable biological
resources to create a clean energy source, contributing to a reduction in environmental pollution.

Grammar and Vocabulary Activity:

• Practice transforming complex sentences into simpler ones while maintaining their
original meaning.
• Discuss the difference between passive and active voice, especially in process
descriptions.
• Identify the specific technical vocabulary related to biofuel production and explore
their definitions and contextual usage.

88