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19/08/2025 244 Lưu

The table below gives information about salaries of secondary/high school teachers in five countries in 2009.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

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Countries

Starting

After 15 years

Maximum

Years to reach maximum salary

Australia

28,000

48,000

48,000

9

Denmark

45,000

54,000

54,000

8

Luxembourg

80,000

119,000

132,000

30

Japan

34,000

65,000

86,000

37

Korea

30,000

48,000

62,000

34

Sample 1:

The table compares secondary and high school teachers’ salaries in five countries in 2009.

Overall, while teachers in Luxembourg were the most well-paid, teachers from Australia were the lowest-paid. In addition, the amount of time it took for a teacher in Denmark to earn the maximum salary was much faster than most other countries.

Secondary and high school teachers in Luxembourg were paid a starting salary of $80,000 a year, while the figure for teachers in Denmark was significantly lower, at $45,000. Additionally, the starting salary for an inexperienced teacher in other countries stood at around $30,000.

However, teachers with at least 15 years of experience in Luxembourg earned up to $119,000 a year, while teachers in Denmark and Japan with the same level of experience only made salaries of $54,000 and $65,000 respectively. Meanwhile, Australian and Korean teachers with at least 15 years’ experience were paid the lowest salaries, at $48,000 a year. Also worth noting is that it only took teachers in Australia and Denmark less than 10 years to receive their maximum salary, while teachers in the other countries had to wait for at least 30 years.

Sample 2:

The table compares the salaries of teachers in secondary schools and high schools in five countries in 2009.

Looking at the table from an overall perspective, it is readily apparent that teachers in Luxembourg earned the highest salaries. Interestingly, 8 years was the necessary amount of time for a teacher in Denmark to achieve the maximum salary in 2009.

Teachers in Luxembourg were paid $80,000 when embarking on their teaching career, nearly doubling the figure for Denmark with $45,000. The disparity was even further addressed as the salaries for teachers were only $34,000 in Japan, $30,000 in Korea and $28,000 in Australia.

With 15 years of experience, Luxembourgish teachers could earn up to $119,000 or even a maximum of $132,000 with another 15 years of teaching. In two Asian countries namely Japan and Korea, teachers with 15 years working experience had salaries around $65,000 and $48,000 respectively. These numbers could increase to a maximum of $86,000 and $62,000 only when the teachers had 37 and 34 years of experience. With only 8 and 9 years of teaching, teachers in Australia and Denmark could totally earn the maximum salary of $48,000 and $54,000 in turn.

Sample 3:

The provided table presents the salary structure for teachers in secondary and high schools across various countries in 2019.

Overall, Luxembourg emerged as the country offering the most lucrative teaching salaries, boasting the highest starting and maximum earnings. Notably, while Australian and Danish teachers took nearly a decade to reach their maximum salaries, counterparts in the other three countries experienced continued pay increases for an additional two decades or more.

In Australia and Denmark, secondary school teachers commenced their careers earning $28,000 and $45,000 annually, respectively. Fifteen years later, their earnings rose to peak at $48,000 and $54,000, respectively, a threshold achieved within 8 to 9 years.

In contrast, teachers in Luxembourg initiated their careers with a salary of $80,000, which soared to $119,000 after 15 years before reaching the pinnacle of $132,000 by the 30th year. Conversely, Korean and Japanese teachers began with initial incomes of $30,000 and $34,000, respectively, witnessing subsequent increases of $18,000 and $31,000 over the next 15 years. While educators in Korea reached their maximum pay ($62,000) after 34 years, those in Japan required 37 years, earning $86,000 at the peak of their careers.

Sample 4:

The table illustrates secondary school teachers' salaries during 2009 in five nations. Overall, starting and maximum salaries were the lowest in Australia, whereas Luxembourg indicated the highest figures. Moreover, teachers in Japan took the longest to reach their maximum salary, while teachers in Denmark arrived at maximum salary far quicker.

Starting salaries in Australia showed the lowest income, accounting for 28,000, followed by Korea and Japan at 30,000 and 34,000, respectively. Next was Denmark at 45,0000, while teacher salaries in Luxembourg were the highest, consisting of 80,000. Regarding teachers with 15 years of experience, Luxembourg showed a significant increase in earnings, representing 119,000. Japan comprised 65,000, and Korea and Australia both amounted to 48,000 in this category.

In terms of maximum salaries, Luxembourg again indicated the highest figure, totalling 132,000. Japan and Korea followed at 86,000 and 62,000 respectively. Most notably, Australian and Danish salaries did not change, comprising 48,000.

Regarding reaching maximum salary, Japan took the longest at 37 years. Next came Korea at 34 years and then Luxembourg at 30 years. Interestingly, teachers in Australia and Denmark achieved maximum salary in just 9 years and 8 years respectively.

Sample 5:

The table compares the information about the pay scale of secondary and high school teachers from various countries in 2009.

Overall, teachers from Luxembourg had both the highest starting and maximum salary.

Another interesting feature is that teachers in Luxembourg, Japan and Korea worked for more than 30 years to achieve the top salary whereas their counterparts in Australia, Denmark and only took less than 10 years.

As can be seen from the table, secondary/ high school teachers in Luxembourg were offered 80000 dollars as their starting salary, compared to only 28000 in Australia. Denmark lagged behind Luxembourg with 45000, which was still significantly higher than the statistics of Japan and Korea, with 34000 and 30000 respectively.

After 15 years of career, Luxembourg topped the table with their teachers being paid 119000, and up to 132000 within 30 years. Japan came next, where teachers' salary nearly doubled in 15 years and reached 86000 in 37 years. What stands out from the data is that Korean teachers were not paid as much as the other nations', with 48000 for 15 years. Working for 34 years, they had their pay rate more than doubled with 62000. There was also a significant increase in the figures of Australia and Denmark with 48 and 54 thousand respectively for 15 years. Also, teachers in these two nations needed only around 9 years to reach their highest pay, which is substantially small compared to the other remaining three countries.

Sample 6:

The provided table depicts the incomes of teachers in secondary and high school in the year 2009. Notably, it is noteworthy that educators in Luxembourg earned the highest salaries, while their colleagues in Australia and Denmark achieved their maximum pay in less than a decade.

Examining Australia and Denmark, it can be observed that their teachers’ initial incomes were $34.600 and $47.000 per year respectively. In the following fifteen years, their income peaked at between $48.000 and $54.000; yet it only took them 8 or 9 years to reach this climax.

Regarding the other countries, the highest earnings for teachers came from Luxembourg, which began at $80.000, rose to $115.000 in the next 15 years, and topped at $132.000 after three decades. On the other hand, Japanese and Korean educators started their career with $34.000 and $30.000, with the subsequent growth around $20.000 to $65.000 and $48.000 after 15 years. While the compensation of teachers in Japan required 37 years to attain its pinnacle at $86.000, that of their colleagues in Korea took 34 years to be maxed out at $62.000.

CÂU HỎI HOT CÙNG CHỦ ĐỀ

Lời giải

Sample 1:

Many young people work on a voluntary basis, and this can only be beneficial for both the individual and society as a whole. However, I do not agree that we should therefore force all teenagers to do unpaid work.

Most young people are already under enough pressure with their studies, without being given the added responsibility of working in their spare time. School is just as demanding as a full-time job, and teachers expect their students to do homework and exam revision on top of attending lessons every day. When young people do have some free time, we should encourage them to enjoy it with their friends or to spend it doing sports and other leisure activities. They have many years of work ahead of them when they finish their studies.

At the same time, I do not believe that society has anything to gain from obliging young people to do unpaid work. In fact, I would argue that it goes against the values of a free and fair society to force a group of people to do something against their will. Doing this can only lead to resentment amongst young people, who would feel that they were being used, and parents, who would not want to be told how to raise their children. Currently, nobody is forced to volunteer, and this is surely the best system.

In conclusion, teenagers may choose to work for free and help others, but in my opinion, we should not make this compulsory.

Sample 2:

Some individuals nowadays feel that youngsters should accomplish unpaid volunteer work in their leisure time for the benefit of society. I completely believe that it is critical to involve children in volunteer activity. The primary issues will be discussed with examples in this essay.

To begin with, teenagers who participate in unpaid employment are more responsible for local society. When adolescents interact with other individuals, they become aware of the issues that people face daily, such as poverty, pollution, and others. Furthermore, we have all been affected by the present COVID-19 outbreak, and many people have suffered a loss. According to "The Voice of Vietnam - VOV” a volunteer who is anti-virus and empathizes with the mental pain that the patients are experiencing, he always gives oxygen and food to those who need it the most. As a result, volunteering helps students become the most responsible citizens in the country.

Furthermore, unpaid employment can assist youngsters in broadening their social contacts and developing soft skills. Because when they work in an unpaid job, they will meet a variety of individuals and acquire a range of skills and abilities from others, such as leadership, teamwork, communication, and dealing with challenging situations. For example, a recent study in Japan discovered that students who participate in volunteer work are more sociable, enthusiastic, and tolerant of others. They will grow more extroverted, energetic, and hard-working as compared to youngsters who do not perform unpaid employment.

To conclude, I feel that rather than paying, young people should perform unpaid social work because they can acquire many important skills and are more responsible to society.

Sample 3:

There is a growing debate about whether all adolescents should be asked to perform mandatory volunteer work in their leisure time to help assist the surrounding area. Although there are a variety of benefits associated with this topic, there are also some notable drawbacks, as will now be discussed.

The advantages of teenagers doing voluntary work are self-evident. The first relevant idea is work experience. A valid illustration of this would be to increase their tangible skills. For example, an adolescent who volunteers to help in a customer service department will learn how to communicate effectively with people in different age groups. On a psychological level, the youth’s life skills will also be enhanced by having empathy towards others. This can be demonstrated by volunteering and assisting families living in low socio-economic backgrounds with their day-to-day tasks.

There are, however, also drawbacks that need to be considered. On an intellectual level, the teenager may get distracted from their study. This situation, for instance, can be seen when voluntary work is also being undertaken during school terms. There would be time constraints for both areas. On a physiological level, youth might experience fatigue as they are unaware of the acceptable working or volunteering hours and, as a result, sometimes they can be overworked.

In summary, we can see that this is clearly a complex issue as there are significant advantages and disadvantages. I personally believe that it would be better not to encourage the youths to do compulsory work because their studies might take them to a higher level in society, whereas volunteering could restrict this progress.

Sample 4:

Children are the backbone of every country. So, there are people who tend to believe that youngsters should be encouraged to initiate social work as it will result in flourished society and individualistic growth of youngsters themselves. I, too, believe that this motivation has more benefits than its drawbacks.

To begin with, social work by children can be easily associated with personality development because, during this drive, they tend to communicate with the variety of people, which leads to polished verbal skills. For example, if they start convincing rural people to send their children to school, they have to adopt a convincing attitude along with developed verbal skills to deal with the diverse kinds of people they encounter. This improved skill will help them lifelong in every arena. Apart from this, the true values of life like tolerance, patience, team spirit, and cooperation can be learned. Besides that, young minds serve the country with full enthusiasm that gives the feeling of fulfillment and self-satisfaction. This sense of worthiness boosts their self-confidence and patriotic feelings. Moreover, experiencing multiple cultures and traditions broadens their horizons and adds another feather to their cap.

However, it is truly said, no rose without thrones. Can the drawbacks of this initiation be ignored? Children go to school, participate in different curriculum activities, endure the pressure of peers, parents, and teachers and in the competitive world, they should not be expected to serve society without their self-benefits. This kind of pressure might bring resentment in their mind.

In conclusion, I believe, the notion of a teenager doing unpaid work is indeed good but proper monitoring and care should be given to avoid untoward consequences.

Sample 5:

Youngsters are the building blocks of the nation and they play an important role in serving society because at this age they are full of energy not only mentally but physically also. Some people think that the youth should do some voluntary work for society in their free time, and it would be beneficial for both of them. I agree with the statement. It has numerous benefits which will be discussed in the upcoming paragraphs.

To begin with, they could do a lot of activities and make their spare time fruitful. First of all, they can teach children to live in slum areas because they are unable to afford education in schools or colleges. As a result, they will become civilized individuals and do not indulge in antisocial activities. By doing this they could gain a lot of experience and become responsible towards society. It would be beneficial in their future perspective.

In addition to this, they learn a sense of cooperation and sharing with other people of the society. for instance, they could grow plants and trees at public places, and this would be helpful not only to make the surrounding clean and green but reduce the pollution also to great extent. Moreover, they could arrange awareness programmes in society and set an example among the natives of the state. This will make the social bonding strong between the individuals and this will also enhance their social skills.

In conclusion, they can “kill two birds with one stone” because it has a great advantage both for the society and for the adolescents. Both the parents, as well as teachers, should encourage the teens to take part in the activities of serving the community in their free time.

Lời giải

The graph shows the number of people taking part in 4 kinds of sports in a particular region between 1985 and 2005. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. (ảnh 1)

Sample 1:

The line chart illustrates how many people participated in 4 distinct types of sports in a particular area from 1985 to 2005.

Overall, rugby was the most popular sport in the first half of the period while tennis took the lead in the second half. In addition, rugby saw a downward trend while tennis took the opposite direction; moreover, the trends for basketball and badminton were relatively stable.

In 1995, the number of people playing rugby stood at just under 250, surpassing the figure for tennis players by around 100. Basketball and badminton had comparatively lower participation rates, with around 80 and 50 participants in turn.

Afterwards, the number of people participating in rugby plunged, hitting a low of 50 in 2005, equal to the figure for badminton in the same year. In contrast, the trend for tennis was upward, with its participation rate increasing to roughly 220 people at the end of the period, establishing it as the leading sport. Finally, the figures for basketball and badminton underwent negligible changes, hovering around 80 and 50 participants respectively.

Sample 2:

The line graph illustrates how many people participated in four types of sports in a specific area from 1985 to 2005. Overall, there was a significant decrease in the number of people playing rugby in this region, whereas tennis showed a gradual upward trend to become the most popular sport in the second half of the period. Additionally, throughout the period, the trends for basketball and badminton were relatively stable and comparable, with the latter sport remaining the least common. 

In the first decade, rugby had the highest number of players, despite witnessing a steady fall from nearly 250 to exactly 200 participants. From 1995 onwards, this sport kept losing popularity as its figure plummeted, reaching parity with badminton (at 50 people) in the final year.

In contrast, tennis was gaining popularity and had become the dominant category by the end of the timeframe. Specifically, starting at the second highest (at 150), the number of people engaging in tennis rose continually, overtaking that of rugby in 1995 before ending at approximately 250 players.

Meanwhile, roughly 80 people played basketball initially, after which it stayed virtually unchanged until the end of the period. Badminton almost exactly mirrored this trend, albeit at a lower rate, consistently hovering around the 50 mark.

Sample 3:

The line chart compares the number of participants in basketball, tennis, badminton and rugby over a 20-year period from 1985 in a specific area.

Overall, more people played tennis throughout the period, and it was the most common sport since 1995, while rugby's popularity declined. Notably, basketball and badminton mostly had stable numbers of players.

In terms of tennis and rugby, both sports indicated inverted trends. Although rugby started at the highest point with nearly 250 players, the figure declined continually to about 200 players in 1995, when this sport was no longer the most popular. Since then, the number of people playing rugby dropped more steeply, reaching 50 in 2005. In contrast, from 1985 onwards, the figure for tennis increased steadily from second place with 150 participants. By 2005, it had reached its highest point of roughly 220 players.

In comparison, there were far fewer people who took up basketball and badminton. However, these sports remained relatively stable, with basketball having about 70 participants every year, while badminton was always the least popular with approximately 50 players each year.

Sample 4:

The line graph provides information about the number of individuals engaging in four types of sports in a specific area from 1985 to 2005.

Overall, while tennis underwent a surge in popularity, rugby experienced a decrease in participation within this region over time, with basketball and badminton remaining relatively stable. Moreover, the most drastic shift in popularity was witnessed in rugby.

At the start of the period, in 1985, rugby was the most played sport, with 240 individuals participating, and it significantly outnumbered the next sport, tennis, which had only 150 participants. Thereafter, the number of people playing rugby dropped to 200 in 1995, before plummeting to a 20-year low of 50 in the final year. This stood in stark contrast to the rise in the popularity of tennis, which saw a steady increase in participants to a peak of about 220 in 2005, making it by far the most played sport at the end of the period.

Turning to the remaining sports, in the first year, 80 individuals played basketball, almost 25 more than badminton. Over the following decade, the participant numbers for basketball rose to about 90, while those for badminton dropped to a low of 45 in 1995. In the remaining period, these two sports maintained their popularity, as the numbers participating stayed at roughly the same level until 2005.

Sample 5:

The line chart delineates the participation levels in four distinct sports in a specific area from 1985 to 2005.

Primarily, rugby emerged as the most favored sport in the initial half of the period, while tennis took precedence in the latter half. Moreover, rugby exhibited a declining trend, whereas tennis experienced a converse trajectory. Meanwhile, the engagement rates for basketball and badminton remained relatively consistent.

In 1985, the number of rugby participants stood at just below 250, exceeding the tennis players by approximately 150 individuals. Simultaneously, basketball and badminton showcased lower participation rates, with around 80 and 50 individuals involved in each sport, respectively.

Subsequently, rugby participation plummeted significantly, reaching a nadir of 50 participants in 2005, akin to the number engaged in badminton during the same year. Conversely, tennis experienced an upward trend, escalating to nearly 220 individuals by the conclusion of the period, solidifying its status as the predominant sport. In contrast, the figures for basketball and badminton remained relatively stable, with approximately 80 and 50 participants, respectively, throughout the entire duration.

Sample 6:

The given line graph delineates the participation levels in 4 different sports, namely basketball, tennis, badminton, and rugby within a specific region over a span of 20 years.

Overall, it is evident that the number of individuals participating in tennis witnessed a consistent and notable increase, contrasting sharply with the downward trend observed in rugby participation. Meanwhile, while basketball and badminton recorded lower participation rates compared to other sports, they remained relatively stable throughout the entire period.

Turning to the number of tennis players, the figures began at a relatively moderate level of 150 individuals in 1985. Subsequently, it experienced a gradual and consistent increase in participation, reaching a pinnacle of nearly 230 participants by 2005. In stark contrast, the trend of rugby involvement presented a distinctive pattern. Commencing at a relatively high level of almost 240 people, the numbers steadily declined over time and by the end of the 20-year period, rugby participants had dwindled to 50, matching the level of engagement observed in badminton. Interestingly, a point of convergence occurred in 1995, where both tennis and rugby shared a similar number of participants, with approximately 200 individuals engaging in each sport.

In regard to the remaining sports participants, the numbers for both badminton and basketball remained relatively stable over the given time frame. Beginning with approximately 50 individuals engaging in badminton and around 80 individuals involved in basketball in 1985, these figures persisted with little variation until 2005. Consequently, by the end of the period, both sports witnessed a culmination with nearly the same number of participants as they had at the beginning.

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