NEW MAKKAR IELTS WRITING TASK-1 FOR JANUARY TO APRIL 2022 (PDF FREE DOWNLOAD HERE)

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IELTS Task 2 Sample Answer #113 Test | amanielts.in | AMAN IELTS FREE EDUCATION PORTAL

 

 Some people believe that it is better for children to begin learning a foreign language at primary school rather than secondary school. Do the advantages of this outweigh the disadvantages?

Learning a foreign language has become a part of most of the school curriculum across the world. Some people opine that it is highly desirable for students to start studying a foreign language when they are in their primary stage rather than secondary stage. Although there are minor disadvantages, I feel it is better to start acquiring the knowledge about a foreign language at the beginning of schooling.

The most important benefit associated with learning a foreign language at a primary level is that candidates at this age have plenty of time. Language learning is a time consuming process. During the initial years of schooling, pupils are less loaded with their study tasks compared to the ones at higher classes, whose time and concentration must be utilized to learn other disciplines as well. For instance, introduction of a second language in the younger stage of schooling is found to be convenient for both students and teachers.

Another advantage which children would gain when a foreign language is taught from the primary level is that they would develop a strong foundation in the language. Only the children with firm base in a new language can master it. When students start learning at the primary stage, as their linguistic skills are higher compared to their secondary counterparts, they can better construct their base in the language which would enable them to use the language with ease and confidence  in their later lives.

However, sometimes it is noticed that children learn the language incorrectly if they are not trained by an expert as they are very young to analyse the mistakes.

In conclusion, learning a foreign language is ultimately beneficial to children in many ways.  Although people have different opinions with regard to the right age to initiate language learning, I am of the opinion that children must commence learning a foreign language at younger stage owing to its benefits.

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IELTS Task 2 Sample Answer #112 Test || AMAN IELTS || FREE IELTS PRACTICE WEBSITE

 

The world natural resources are being consumed at an increased rate. What are the dangers of this situation? What should we do?

Natural resources are essential for the survival of all living creatures. Any increase or decrease in its proportion will be detrimental to the ecosystem. Due to over population and greed, a rapid depletion can be observed in the amount of natural resources causing an imbalance in the ecosystem which is a concern to be addressed with immediate actions.

One of the dangers associated with over consumption of natural resources is the imbalance in the ecosystem which adversely affects the flora and fauna creating disturbances in the ecosystem ultimately affecting the food chain. For example increased deforestation rate has led to the destruction of habitat of many animals eventually leading to their extinction.

Another hazardous effect of increased use of natural resources is the dramatic change in climatic conditions. Climatic conditions will remain favourable only if there is stability in the ecosystem. In the present scenario, there is an increased extraction of fossil fuels to meet the never ending demand of human beings. When large quantities of greenhouse gases are emitted into the environment due to the increased consumption of such fuels, it can detrimentally affect the earth’s climate.

Immediate solutions need to be taken for this alarming issue. The most effective remedy to this issue is the consideration of alternative resources which are renewable in nature. This helps to reduce the uncontrollable use of non-renewable resources. For example, people should be encouraged to use solar and wind energy to produce heat and light. Apart from this, government should implement stricter environmental policies to regulate and control the use of natural resources.

To conclude, it is essential to use natural resources religiously only considering the need rather than the greed, if not, the world may come to a standstill.

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IELTS Task 2 Sample Answer #111 TEST || amanielts.in || FREE IELTS PORTAL

 

There are many different types of music in the world today. Why do we need music? Is the traditional music of a country more important than the international music that is heard everywhere nowadays?

Music is like food to the soul which is inseparable from human life. Different shades of music are seen in the world today. Music has gone beyond the source of entertainment and is used as a capsule for relaxation which is essential for the mental well-being of a person. In my perspective, traditional music and international music have equal significance.

The necessity of music has been marked since the existence of mankind and is also one of the most prominent forms of entertainment. It serves as a key to relaxation which helps to unlock the stress in a person’s life. Stress has become a by-product of today’s lifestyle which can only be steered away with the help of music. This is the reason why many choose music as their first line hobby. In addition, many researches have revealed the power of music in healing because of which music is used in many treatments especially for treating psychiatric disorders.

On the one hand, traditional music depicts a nation’s cultural identity. It emphasizes a nation’s culture which is essential to be preserved from dying out and also to pass down the culture to the future generations. At the same time, international music is attractive in nature and is often used as a means of communicating message for harmony worldwide owing to its mass appeal.

In conclusion, the role of music is indispensable in our life with varieties ranging from classical to symphonies each showcasing its own beauty. While traditional music is a crucial part of a nation’s identity, international music dissolves geographical barriers.

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Task 1 (Graph) #101 Test || AMAN IELTS || FREE IELTS PRACTICE TEST

 

Task 1 (Graph) - The graphs below show four categories of citrus fruits and the top three countries to which these were imported (in thousand tonnes) in 2012. Summarise the information by selecting and reporting the main features and make comparisons where relevant.

 

The bar charts given below provide comparison regarding the quantity of  export of four different types of citrus fruits and their top three importers in 2012.

Overall, while South Africa was the largest importer of oranges, Turkey ranked first in the case of grapefruit imports. Mexico was the prime importer of lemons and other citrus fruits. United States was the only country which had the import of all four types of citrus fruits.

The quantity of  export of oranges was higher than the other citrus fruit categories and its largest importer was South Africa with over 1,000,000 tonnes and this rate was more than double the import quantity of oranges in Egypt. The export of oranges to United States was only around 400,000 tonnes. In 2012, a considerable amount of grapefruit was exported to Turkey at 400,000 tonnes, followed by United States and Mexico with 300,000 tonnes and 200,000 tonnes of grapefruit imports respectively.

Mexico was the main buyer of lemons and other citrus fruits with an import rate of 500,000 tonnes each. The amount of lemons exported to United States was 200,000 tonnes, whereas it was only half the amount in Argentina. In the case of other citrus fruits, Egypt and United States showed an equal and inconsiderable import rate which was well under 100,000 tonnes.

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IELTS Academic Task-1 1st October 2021 || Aman IELTS || IDP Recent Exams || IELTS

 

The chart below gives information about adults with education at high school level in six countries in 2010. Summarise the information by selecting and reporting the main features and make comparisons where relevant.

Percentage of 55-64 year-olds and 25-34 year-olds with education at high school level, 2010

The bar chart illustrates the proportion of 25-34 year-olds and 55-64 year-olds with high school education in six countries in 2010.

Overall, it is clear, that in all the countries except the US, the proportion of high school graduates was more in the 25-34 age group than the 55-64 age group. In addition, S.Korea had the highest proportion of 25-34 year old high school graduates, while the US had the highest figure for the 55-64 year-olds.

In detail, in South Korea, nearly 98% of the 25-34year-olds had completed their high school education, while the proportion was 91% in Russia. In both these countries, the proportion of 55-64 year-olds with high school education was significantly less at only 42% and 70% respectively. Similarly, there was a huge difference in the proportion in Brazil, with figures of 52%in the 25-34 age group and just 25% in the older age group.

China had the least proportion of people with high school education (20% in the 25-34 group, 10% in the 55-64 age group). In Germany and the US, there was a minor difference in the figures for the two age groups, but in Germany, the proportion was more in the 25-34 age group, while the proportion was more in the 55-64 age group in the US. The respective proportions were 88% and 82% in Germany, while in the US they were 88% and 90% for the younger and the older age groups.

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IELTS Task 1 (pie chart ) #1 || aman ielts || www.amanielts.in

 

The pie charts below show units of electricity production by fuel source Australia and France in 1980 and 2000.

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

You should write at least 150 words.

Units of electricity by fuel source in Australia

Units of electricity by fuel source in France

  

The given pie charts illustrate the changes in the units of electricity produced in Australia and France using five different sources of fuel in 1980 and 2000.

Overall, the units of electricity produced has increased over the period in both the counties.

In Australia, a major proportion of electricity was produced using coal. Out of the total 100 units of electricity produced in 1980, half of it was generated using coal which increased to 130 units in 2000.The electricity produced with hydro power also showed an  increase by 16 units in the year 2000( 36 units). In contrast the generation of electricity using oil and natural gas reduced to 2 units each in 2000 which were 10 and 20 units respectively in 1980.

In the case of France, nuclear power became the most prominent source of electricity generation increasing from 15 units in 1980 to a high figure of 126 units by 2000. Similarly,  a  slight increase was seen in units of electricity  generated using oil in 2000(25) compared to 1980(20). While the units of electricity generated by coal remained unchanged in both the years at 25 units, the figures of production by natural gas and hydro power which were 5 and 25 units respectively went down to 2 units each.

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Task 1 (Bar chart ) #108 TEST || www.amanielts.in || FREE IELTS WRITING CONTNET

 

The bar chart gives us the information about the life expectancy in Japan, Korea, United States and Indonesia and the table shows us the change in the life expectancy between 1953 and 2008.Summarise the information by selecting and reporting the main features and make comparisons where relevant.

 

Increases in life expectancy between 1953 and 2008
Japan	+3.5
Korea	+12.5
United States	+3
Indonesia	+15.7

 

The bar chart compares the life expectancy of people in four countries in 2008 and the table provides information about the life expectancy change between 1958 and 2008 in these four countries.

Overall, the life expectancy was the highest in Japan and lowest was in Indonesia. Increase in life expectancy was greater in Indonesia than the other countries.

In 2008, the people of Japan had much higher life expectancy which was close to 82 years, whereas  the people of Indonesia had the lowest life expectancy rate of about 70 years. The life expectancy of people in Korea was more by nearly 2 years than that of the people in USA with approximately 77 years of life expectancy.

Between 1953 and 2008, the life expectancy of people in Indonesia showed a remarkable increase of 15.7 years, while a growth of 12.5 years can be observed in Korea.  While USA saw the lowest rise in life expectancy with 3 years, it was a little greater in Japan than in USA by 0.5 years.

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Task 1 (Table) #107 Practice Test || amanielts.in

 

Task 1 (Graph) - The table below shows the percentage government spent on education and training and the participation of 18-24 year olds in education and training in five countries in 2002. Summarise the information by selecting and reporting the main features and make comparisons where relevant.

Countries	Expenditure rate	Participation rate
Poland	5%	44%
Czech Republic	9%	27%
Romania	10%	23%
Hungary	13%	34%
Slovenia	25%	40%

The table provides a comparison of the expenditure rate of the government on education and training and participation rate of 18-24  year olds in the same in five nations in the year 2002.

Overall, it is clearly evident from the table that the rate of expenditure on education and training by the government of Slovenia was greater than that of the other countries. While Poland’s participation of 18-24 year olds in education and training was the highest, it was the lowest in Romania.

In 2002, the highest percentage of spending on education and training was by the government of Slovenia which accounted for 25%,  but the government expenditure rate on the same in Poland was 5 times lower than in Slovenia. A similar rate of expenditure on education and training can be seen in Romania and Czech Republic which accounted for 10% and 9% respectively. The spending rate on education and training by the government of Hungary was more than Romania by 3% .

The participation of 18-24 year olds in education and training in Poland was the greatest among the given countries which was 44%. This rate was low in Slovenia at 40%. The participation rate in education and training of 18-24 year olds in Hungary was 6% less than that of  Slovenia. 27% of 18-24 year olds participated in education and training in Czech Republic, whereas it was only 23% in Romania.

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Task 1 (Graph) #107 Sample || amanielts.in

 

Task 1 (Graph) - The table below shows the production of milk annually in four countries in 1990, 2000, and 2010. Summarise the information by selecting and reporting the main features and make comparisons where relevant.

Nations	Amount in litres
	1990	2000	2010
Netherlands	11,262,000	11,155,000	11,466,000
Australia	11,246,000	11,105,000	9,165,000
Tanzania	87,000	1,42,000	1,55,000
Guatemala	26,000	55,000	84,000

  

 

 

 

 

 

The data given in the table shows the changes in the annual production of milk in four different nations during 1990, 2000 and 2010.

In general, while the production of milk annually in Netherlands, Tanzania and Guatemala showed an increasing trend, that of Australia declined over the given period. Netherlands was the largest producer of milk throughout the period.

In 1990, the annual production of milk was higher in Netherlands than in other countries and it produced 11,262,000 litres of milk. This production rate dropped moderately to 11,155,000 litres in 2000 before showing a significant rise to 11,466,000 litres in 2010. Tanzania’s milk production annually was much lower than Netherlands. Its production inclined noticeably from 87000 litres in 1990 to 1,55,000 litres in 2010. Likewise, the quantity of milk produced in Guatemala showed an upsurge to more than double in 2000 and reached 55,000 litres from 26,000 litres in 1990, thereafter it considerably improved to 84,000 litres in 2010.

In contrast, the annual milk production rate in Australia showed a steady drop from 11,246,000 litres in 1990 to 9,165,000 litres in 2010 after reaching 11,105,000 in 2000.

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Task 1 (Graph) #106 || AMAN IELTS FREE EDUCATION PORTAL || amanielts.in

 

Task 1 (Graph) - The graph below shows four methods of dealing with waste in four countries. Summarise the information by selecting and reporting the main features and make comparisons where relevant.

 

The bar chart compares the percentage of waste disposed using various methods in Netherlands, Italy, Spain and the UK.

Overall, most of the waste in UK, Italy and Spain were landfilled, but Netherlands recycled a large proportion of their waste.

The proportion of waste landfilled in the UK was significantly higher than that of Italy and Spain. Almost 65% of waste was landfilled in the UK,  whereas the proportion of waste discarded using the same method was equal in Italy and Spain at 40%. Landfill was the least favoured method of waste disposal in Netherlands and  only around 8% of their waste was landfilled. The percentage of waste burnt in Netherlands was 10%, but in Spain this rate was triple. Around 22% of waste was burnt in Italy as opposed to a mere 4% in the UK. An almost equal proportion of waste was used as chemicals in Italy, Spain and the UK which was around 18%, which showed only a slight difference in Netherlands and was low by around 3%.

Most popular method of dealing with waste was recycling in Netherlands and it recycled about 68% of its waste. While 20% of waste was recycled in Italy, it was nearly 14%  in the UK  and approximately 11% in Spain.

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