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11/01/2025 684

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.

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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.

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 diagram below shows a small local museum and its surroundings in 1957 and 2007.  Summarize the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. (ảnh 1)

Sample 1:

The maps illustrate the layout of a museum and its grounds in 1957 and the changes that had occurred by 2007.

Overall, the museum building was extended, serving more purposes with additional rooms for exhibitions and education, and a parking area replaced part of the garden. This extension, however, resulted in a reduction of the green space in the museum’s grounds.

Looking first at the interior of the building in 1957, upon entering the entrance hall, visitors would have seen a local history room on their left and a museum storeroom on the right, while beyond the entrance hall was a space for the largest room, the national history exhibition. Fifty years later, the entrance had been relocated to a new extension left of the original, where visitors first encountered a shop. To its right were the reception area and an adjacent coffee shop. The local history room was moved to the center of the building, and beyond it were two brand new sections for special exhibitions and an education center.

Outside the grounds of the museum, a road ran along the southern side of the map, which remained unchanged in 2007. However, the road that branched off from it, leading to the entrance hall had been removed by 2007, and a new car park was developed southeast of the museum. Finally, there used to be many green spaces in the layout, most of which had disappeared by the latter year, except for the garden in the northwest corner.

Sample 2:

The illustrations depict changes to a museum building and grounds in 1957 and 2007. Overall, the building has become much larger, and the number of trees has been greatly reduced.

Looking first at the grounds of the museum, the picture in 2007 shows that all the trees have been removed from the roadside, and also most of them to the left and to the rear of the museum. The driveway leading up to the museum has also been removed and a car park has been built by the roadside.

In terms of the building itself, the entrance has been moved from the middle of the building to the left-hand side of the building, where a new museum shop has been built. From there, visitors can go into a new reception room. A cafe has been built on the right-hand side of the building replacing the museum storage room. The National History exhibition room has been turned into a local history room. A special exhibitions room and an education centre have also been added.

Sample 3:

The illustrations depict changes to a museum building and grounds in 1957 and 2007.

Overall, the building has become much bigger with the appearance of new facilities while the number of trees has been greatly reduced.

Regarding the surroundings, in 2007 all the trees along the roadside were all removed, the same case happened to most of the ones to the west and north of the building. Moreover, a parking lot was built in front of the museum, where there used to be a driveway.

In terms of the establishment, the entry was moved from the middle of the building to the west, where a new museum shop was constructed. From there, visitors can enter a reception room. A cafe was built on the bottom - right corner of the museum, replacing the storage room. The National History exhibition room was converted to the local history room. There were also the additions of an education centre and a special exhibitions space to the far side of the building.

Sample 4:

The illustrations depict the significant changes that have occurred to a museum building and its surrounding grounds between 1957 and 2007. The building has undergone a significant expansion, while the number of trees on the property has been greatly reduced.

The first noticeable change in the grounds is the complete removal of trees from the roadside, as well as the majority of trees to the left and rear of the museum. Additionally, the driveway leading up to the museum has been removed and replaced with a car park built by the roadside.

The building itself has also undergone significant changes. The entrance has been moved from the middle of the building to the left-hand side, where a new museum shop has been built. Visitors can enter the building through this new entrance and find themselves in a new reception room. A cafe has also been built on the right-hand side of the building, replacing the museum's storage room. The National History exhibition room has been converted into a local history room, while a special exhibitions room and an education center have been added.

In summary, the museum building has undergone significant expansion and modernization. There has been the addition of new facilities such as a museum shop, reception room, cafe, special exhibitions room, and education center. The surrounding grounds have also undergone significant changes, with the removal of the majority of trees and the replacement of the driveway with a car park. This reflects the evolution of the museum's role in the community and its efforts to better serve its visitors.

Sample 5:

The diagrams depict alterations occurring in a nearby museum and its vicinity from 1957 to 2007. In general, the museum's premises were expanded, accompanied by the addition of various amenities. However, the green space surrounding the primary structure diminished in size over five decades.

In 1957, the museum was established at the heart of an extensive garden. A road ran in front of the building, positioned westward on the map. Visitors accessed the museum by traversing a small path from the main road leading to the entrance hall. Comprising three main rooms, the museum primarily served exhibition purposes. The largest room housed the national history exhibition on the northern side. Adjacent to the national history exhibition on the eastern side, a museum storeroom was situated opposite a local history room.

The year 2007 witnessed numerous enhancements in the museum, including an expansion in size and the incorporation of various sections. The original path was eliminated, and the entrance was relocated westward, leading to a museum shop. Adjacent to the shop, on the right side, was the reception area, accompanied by a coffee shop. Doubling in size, the local history room was located next to the reception and cafe, expanded eastward. Another significant change was the establishment of a special exhibitions area and education center on the eastern flank. To accommodate a new car park, a section of the garden south of the museum was cleared.

Sample 6:

The first map shows what a local museum and its surroundings looked like in 1957. The second map shows how they changed after 50 years.

In general, it is clear that there used to be more green space in 1957. Also, the museum became bigger over time.

In 1957, there were a lot of green trees in front of the museum, behind it, and on the left side of it, too. To go inside the museum, there was a path that led to an entrance hall. The museum had three parts, namely a local history room, a museum storeroom, and a national history exhibition.

In 2007, the garden was only on the side of the museum, not all around it like before, because there was already a car park in front of the museum. The entrance was moved to the left of the museum, right behind the car park, and led to a museum shop. The museum no longer contained the storeroom and the national history exhibition. However, the local history room became larger and stood at the center. Before it, people built a reception and a cafe. After it, people made an education center and special exhibitions.

Sample 7:

The maps illustrate the changes happening in a local museum and its surrounding area between 1957 and 2007. Overall, the area of the museum building was enlarged with various facilities added; however, the green area around the main building was reduced in size after 50 years.

In 1957, the museum was constructed at the center of a large garden. There was a road in front of the building, on the west of the map. To reach the museum, visitors needed to take a small pathway from the main road leading to the entrance hall of the building. The whole museum consisted of three main rooms mainly used to serve the exhibition purposes. The largest room was the national history exhibition in the north of the building. Next to the national history exhibition in the east, there was a museum storeroom, which was opposite a local history room.  

The year 2007 experienced many developments in the museum including the size expansion and the addition of various sections. The old pathway was removed, and the entrance was moved to the west, leading to a museum shop. On the right of the museum shop was the reception with a coffee shop on the right. The local history room situated next to the reception and cafe to the east was doubled in size. Another noticeable change was the introduction of a special exhibitions area and education center on the eastern side. To the south of the museum, part of the garden was cleared to make room for a new car park.

Sample 8:

The two maps illustrate the transformation that took place in a local history museum and its environs between 1957 and 2007.

Overall, the museum and its grounds witnessed a number of dramatic changes, the most significant of which are the expansion of the museum and the disappearance of most trees in the garden.

In the green area surrounding the building, the number of trees located in the north dropped tremendously in the 50-year period; as a result, there were only a small number of trees left in the northwest. The main building in the center of the map had only three exhibition rooms in 1957, with a national history exhibition on the top, a local history room on the left, and a museum storeroom on the right. Then in 2007, it was expanded northwards with new special exhibitions and an education center, and westwards with a souvenir shop. The national history exhibition was converted into a local history room in the heart of the museum. Another change is that the former local history room, the main entrance hall, and the storeroom were replaced with the reception and a coffee shop.

The main entrance in the middle of the map allowing access to the building from the main road was relocated to the front of the museum shop. However, the pathway connecting the main road to the gallery has been eliminated. All of the trees in the south were also cleared to make way for the construction of a car park to serve visitors.

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