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IELTS|Upper-Intermediate|11. Changing life expectancy

pic2_Spoken|Pre-Int|L8

Look at the statements and mark them as True or False for your country. Speculate on possible causes and consequences of these trends

Look at the chart and table and answer the questions below

The chart and table below give information about population figures in Japan. Summarise the information by selecting and reporting the main features and make comparisons where relevant.

over-65s population (millions) percentage of total population
1950

2005

2035

2055

 4.1

25.7

37.2

36.5

 4.9 %

20.0 %

34.0 %

41.0 %

1. How is the table linked to the chart?

2. Select the key features in the chart and table.

3. What general trends can you identify in the data as a whole?

Think of the best way to organise the information and write down the plan of the answer

Read the sample answer and complete the writer’s plan. Decide how it differs from your plan

over-65s population (millions) percentage of total population
1950

2005

2035

2055

 4.1

25.7

37.2

36.5

 4.9 %

20.0 %

34.0 %

41.0 %

The table and chart provide information regarding population growth and the proportion of the population over 65 over a 100-year period in Japan. According to the information, Japan’s general population figures in 1950 were very different from those in 2005 and future predictions show even greater differences.

In 1950, the number of people was just over 84 million, and only 4.9 percent (4.1 million) of these people were above the age of 65. By 2005, the percentage of older people had risen considerably to 20 percent, while the overall population had shown a parallel increase to nearly 128 million.

However, total population figures peaked in 2005, and it is expected that the number of people living in Japan will fall substantially over the next 50 years to a little below 90 million. In spite of this fall, the rise in the ageing population will continue, and at a faster rate, so that by 2055, 41 percent (З6.5 million) of Japanese people will be over 65.

These statistics show two contrasting trends in Japan’s demographics that will result in fewer citizens, but greater numbers of elderly people.

Answer these questions about the sample answer

  1. What figures does the writer quote? Why?
  2. What is the purpose of the first sentence in paragraph 2?
  3. What similarities does the writer mention? What linker does she use to compare the points?
  4. What differences does the writer mention? What linkers does she use to contrast the points?
  5. What is the purpose of the overview at the end?

Exam tips

Writing Task 1

1. If there is more than one chart, decide how they relate to each other.

2. Ensure key features are clearly expressed.

3. Include an overview, summarising the main trends or features.

4. Vary your vocabulary and use your own words as far as possible (e.g. do not lift long phrases from the task instructions).

Read the sample once more and underline as many alternative expressions for the phrases A and B as you can

pic1_IELTS|Upper-Int|L11

A. Aged 65 and older

B. Japan’s population

Find more precise words or phrases in the sample answer for these expressions

Choose the correct alternative to complete these sentences

Differences

Expressing large and small differences

1. We can say there is a large difference between one thing and another with the following patterns:

much/far/a lot/considerably + adjective/adverb + -er more + adjective/adverb:

e.g. Scientists have found that eating fish is far healthier than eating red meat.

not nearly as + adjective/adverb + as:

e.g. The British do not eat nearly as much fish as the Spanish.

Expressing small differences

1. We can express small differences between one thing and another using these patterns:

slightly/a bit/a little + adjective/adverb + -er/more + adjective/adverb:

e.g. Slightly lower speed limits have led to considerable reductions in traffic accidents.

not quite as + adjective/adverb + as:

e.g. The graph shows that consumption of chocolate was not quite as high in 2012 as in 1992.

nearly/almost as + adjective/adverb + as:

e.g. Coffee drinking was nearly as popular in 2011 as in 2010.

Quantifying differences

We can quantify differences exactly using these patterns:

a quarter, one-and-a-half times, twice, three times, 30%, etc. + as much/many as:

e.g. A house in London may cost twice as much as a house in the north of England.

three times, four times, 50%, etc. + more/greater, etc. than:

e.g. Fuel prices in Western Europe are on average 40% higher than in North America.

a quarter, one-and-a-half times, double, three times, etc. + the number/amount + of + as:

e.g. The British import three times the amount of sugar as the Portuguese.

We can say that things have no similarity by saying:

X is completely/very/totally/entirely/quite different from/to Y:

e.g. The Chinese medical system is completely different from the American one.

X and Y are not the same at all / X and Y bear no similarity to each other.

e.g. The Chinese and American medical systems bear no similarity to each other.

pic2_IELTS|Upper-Int|L11

Rewrite these sentences so that they have the same meaning, using the words after each sentence

Look at this Writing Task 1 and answer the questions below

Group A (%) Group B (%)
overweight

illness in the past year

attendance at classes

 10

5

90

 20

12

75

Writing Task 1

The charts above give information about the diet and general health of two groups of students.

Summarise the information by selecting and reporting the main features and make comparisons where relevant.

  1. What are the key features?
  2. What comparisons could you make?
  3. What should the overview contain?
  4. Suggest two different ways you could organise the information.

Summarise the key tendencies presented in the charts in a consistent and coherent way

  1. an amount
  2. an aspect
  3. a breakdown
  4. to fall down
  5. a figure
  6. an incidence
  7. to indicate
  8. to highlight
  9. a level
  10. a number
  11. a proportion
  12. a quality
  13. a rate
  14. to rise
  15. a type

Exam tips

Writing Task 1

1. If there is more than one chart, decide how they relate to each other.

2. Ensure key features are clearly expressed.

3. Include an overview, summarising the main trends or features.

4. Vary your vocabulary and use your own words as far as possible (e.g. do not lift long phrases from the task instructions).

Read the sample answer ignoring the gaps and identify the key features, the comparisons, the overview and the organisation of the information

Group A (%) Group B (%)
overweight

illness in the past year

attendance at classes

 10

5

90

 20

12

75

The pie charts provide a breakdown of the … of food eaten by two groups of students, while the table highlights some … of their health. The data suggest that diet may have an impact on … of absenteeism and on student’s ability to stay healthy.

The pie charts show that there are similarities and differences with regard to the two groups’ diets. In both groups, about a third of the food students eat consists of cereals such as pasta, bread and rice. Similarly, they eat an equal … of fish (5 percent). However, the … of high-fat food eaten by Group B is considerably higher than in Group A, at 50 percent, while students in Group В eat far fewer vegetables than Group A and a slightly smaller … of fresh fruit. The table indicates that there are twice as many overweight people in Group В (20 percent) as in Group A. What is more, Group В has experienced a much higher … of illness over the year, with over double the … of students being absent from classes. This has resulted in a 15 percent lower attendance …

Read the sample and decide whether the words in the gaps are used correctly. Change the words or the word forms where necessary

Choose which assessment criterion each question refers to

pic3_IELTS|Upper-Int|L11

Study the sample answer and assess it according to the assessment criteria in the previous task. In categories 1-4 select High/Medium/Low score

1. task response

a) Do the key points reflect adequately the relation of the data in the charts?

b) Are there any interpretations or irrelevant details in the sample?

c) Are the key features supported by relevant figures/minor details?

d) Are all the parts of the task covered in the sample?

2. text structure

a) Is the information in the text presented in a logical and consistent way?

b) Does the sample comprise all the necessary parts?

c) Are the linking devices used appropriately?

3. lexical resource

a) Have you come across any words or phrases used inappropriately?

b) Have the high level words or phrases been used in the sample?

c) Were the phrases from the task paraphrased adequately?

4. grammatical range and accuracy

a) Are all the grammar forms used correctly?

b) Is there a wide range of comparative constructions in the sample?

c) Does the text comprise various grammatical structures?

Writing Task 1

The charts give information about the diet and general health of two groups of students.

Summarise the information by selecting and reporting the main features and make comparisons where relevant.

Sample summary

The pie charts provide a breakdown of the types of food eaten by two groups of students, while the table highlights some aspects of their health. The data suggest that diet may have an impact on levels of absenteeism and on student’s ability to stay healthy.

The pie charts show that there are similarities and differences with regard to the two groups’ diets. In both groups, about a third of the food students eat consists of cereals such as pasta, bread and rice. Similarly, they eat an equal amount of fish (5 percent). However, the quantity of high-fat food eaten by Group B is considerably higher than in Group A, at 50 percent, while students in Group В eat far fewer vegetables than Group A and a slightly smaller rate of fresh fruit.

The table indicates that there are twice as many overweight people in Group В (20 percent) as in Group A. What is more, Group В has experienced a much higher incidence of illness over the year, with over double the number of students being absent from classes. This has resulted in a 15 percent lower attendance rate.

pic4_Adults|Grammar|El|L21

Choose the correct option in each of these sentences written by IELTS candidates

pic1_Adults|Grammar|Pre-Int|L12

Add emphasis to the sentences below by completing comparative constructions

Look at the Writing task below and decide if the statements based on the information in the charts are True or False

«Absenteeism through illness (per 1,000 employees): 2016»

Birmingham London
No absenteeism 380 158
Between 1-5 days a year 378 594
More than 5 days a year 242 248

Writing Task 1

The chart and table above give information about exercise and absenteeism in two departments of a major company.

Summarise the information by selecting and reporting the main features and make comparisons where relevant.

Write your answer to the Writing task above in about 20 minutes. Your answer should be at least 150 words long

Instructions

  1. Read the Exam task carefully. If necessary make use of Exam tips.
  2. Plan what you are going to write about.
  3. Write the text according to your plan.
  4. Check your writing.
  5. Please use 🔗Grammarly to avoid spelling and some grammar mistakes.

  1. an amount
  2. an aspect
  3. a breakdown
  4. to fall down
  5. a figure
  6. an incidence
  7. to indicate
  8. to highlight
  9. a level
  10. a number
  11. a proportion
  12. a quality
  13. a rate
  14. to rise
  15. a type

Writing Task 1

Summary

Exam tips

Writing Task 1

1. If there is more than one chart, decide how they relate to each other.

2. Ensure key features are clearly expressed.

3. Include an overview, summarising the main trends or features.

4. Vary your vocabulary and use your own words as far as possible (e.g. do not lift long phrases from the task instructions).

Урок Homework Курс
  • Warm-up
  • Analysing the information
  • Chart information
  • Comparing trends
  • Minor differences
  • A healthy diet
  • Believe it or not
  • Things to do better
  • Health rate
  • Beyond compare
  • Working in a healthy way