Câu hỏi:

12/01/2025 332

The two bar charts show the proportion of 14–16-year-old students studying a modern foreign language in an English-speaking country and the top three popular foreign languages.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words.

Quảng cáo

Trả lời:

verified
Giải bởi Vietjack
The two bar charts show the proportion of 14–16-year-old students studying a modern foreign language in an English-speaking country and the top three popular foreign languages. 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 bar charts compare the percentages of 14–16-year-old students learning a modern foreign language in an English-speaking country across two different years, 1984 and 2007, and also highlight the popularity of the top three languages studied.

Overall, the general trends indicate a decline in the proportion of students studying foreign languages. There has also been a notable shift in language preferences, with Spanish becoming more common while French and German fell in popularity.

In 1984, there was a marked gender disparity in language study, with approximately 50% of girls learning a modern foreign language compared to only about 30% of boys engaging in this pursuit. The popularity of this activity appeared to have dropped over time for both genders, as the figures for male and female students dropped moderately to 40% and 25% respectively in 2007.

With regard to the most prevalent languages learned, French dominated as the language of choice among students in both years, with a remarkable decrease from 50% in 1984 to 25% in 2007. In the same period, German experienced a minor decline from 20% to 15%, remaining the second most popular language in 2007. Conversely, Spanish registered an increase in popularity, as it was studied by 10% of students in 2007, doubling its initial figure in 1984.

Sample 2:

The bar charts illustrate the percentage of male and female students aged 14-16 who studied a foreign language in an English-speaking nation in the years 1984 and 2007, and the most popular foreign languages that were studied during the same period.

Overall, a significantly larger proportion of girls studied a foreign language than that of boys in both given years, and a lower percentage of students, regardless of their gender, did so in the latter year. Additionally, despite a significant decrease in the study of French and German, both languages remained more popular than Spanish, which saw a rise in its popularity.

In 1984, nearly half of all 14-to 16-year-old female students studied a foreign language, compared to 30% of their male counterparts. By 2007, however, the figures for both sexes had declined slightly to 40% and approximately 25%, respectively.

In terms of the foreign languages that were studied in 1984, French accounted for 50%, followed distantly by German (20%) and Spanish (5%). Thereafter, while the proportion of students learning French and German dropped by 25% and 5% in 2007, in that order, that of Spanish experienced a two-fold increase, reaching 10%.

Sample 3:

The first bar chart details the proportion of 14-16-year-old students learning a foreign language in an English-speaking nation in 1984 and 2007, and the second bar chart illustrates the three most popular languages being studied during the same period. Overall, more females than males studied foreign languages, and the percentages of students of both genders fell over the 23 years in question. Additionally, the proportions for German and French both decreased, though the latter remained by far the most studied language, while the reverse was true for Spanish.

Regarding the first chart, the percentage of girls who studied a foreign language stood at around 50% in 1984, before a considerable fall to 40% by 2007. The data for boys started substantially lower at 30%, and then dropped more moderately to end at approximately 25%.

In terms of the three most chosen languages, in 1984, those who signed up for French courses accounted for a significant 50%, more than double the number for German (20%), and 10 times as high as the figure for Spanish (5%). By the time the 23 years had elapsed, the figure for French had halved to about 25% yet still remained the highest, while the statistic for Spanish had doubled to 10%. Finally, the proportion of those who opted for German fell marginally to 15%, narrowing the difference with French language study.

Sample 4:

The bar chart compares the percentages of male and female students who studied foreign languages, as well as the top three most commonly studied languages between 1984 and 2007. Overall, females showed a higher interest in language learning than males, and the proportions of learners slightly decreased during this period. Additionally, French was the most favored language in both years, followed by German and Spanish.

Regarding both genders’ interest in foreign language learning, in 1984, about 50% of girls were interested in learning a foreign language, which was around 20% higher than their male counterparts at 30% in total. These figures for girls and boys then dropped to 40% and 25%, respectively in 2007.

With regards to students’ choice of languages, in 1984, French was the preferred language for 50% of learners. Although the proportion halved to around 25% in 2007, this language remained as the top choice among language learners. While the perference for German witnessed a moderate drop from 20% in 1984 to 15% in 2007, Spanish was the only language that appealed to more students, with a 200% increase in its learner proportion from 5% to 10% in 2007.

Sample 5:

The given column graphs illustrate the percentage of boys and girls of 14–16-year age group studying foreign languages, and the top three foreign languages opted by those children of an English-speaking country. It is clear that more girls than boys studied foreign languages, and French was the most popular out of the three given languages.

Just under 50% girls and 30% boys studied foreign languages in 1984. This number fell among both genders and in 2007 40% girls and approximately 25% boys were studying foreign languages.

In 1994, French was the most popular language and was studied by 50% students. The percentage of students studying French nearly halved and became about 25% by 2007. German also lost popularity as the proportion of students studying German fell from 20% to 15% over the given period. Spanish was the least popular language in the given two years, but surprisingly it is the only language whose popularity grew over time. In 1984, 5% students studied Spanish but 10% opted for Spanish in 2007.

Overall, there were maximum French learners and the minimum Spanish learners in the given years.

Sample 6:

The two bar charts give information about how many students between the ages of 14 and 16 took courses of a modern foreign language in a country where English was spoken, along with the three most common foreign languages, namely French, German and Spanish from 1984 to 2007.

Overall, both genders saw declining patterns, with the data for girls consistently exceeding that for boys. It is also noticeable that despite experiencing a significant drop, French still remained dominant among the top three languages chosen to study by students.

In 1984, girls far outnumbered boys in terms of the percentage of foreign language learners in an English-speaking country, with a little under 50% of girls compared to 30% of their male counterparts. Over the following 13 years, in 2007, the proportion of young females saw a marginal decrease to 40%, while a similar falling trend was also recorded in that of the opposite gender, falling slightly to around 25% in the same year.

In 1984, French dominated the chart, with half of students in the age group of 14-16 choosing to learn this language. However, there was a subsequent drop to approximately 25% in 2007, but French still retained its top position. Similar changes, but to a far lesser extent, can be seen in students learning German, whose percentage fell from 20% to roughly 15% over the same period. These two declining trends are in contrast to students of the Spanish language, which witnessed a twofold growth from a mere 4% to 10%, significantly narrowing the gap between the three most commonly learned languages.

Sample 7:

One of the given bar charts illustrates the percentage of a section of teenagers learning a modern foreign language in a country where the native language is English. The other bar chart depicts information about the most popular of these languages. The data pertains to 1984 and 2007. 

Overall, it is seen that in both years, female students were more interested in studying a foreign language as compared to male students. Moreover, most students chose to learn French while Spanish was the least preferred language.

In 1984, almost 50% of the girl students aged 14 to 16 opted to learn a non-native language whereas, at 30%, the proportion was much lower for male students. However, by 2007, the proportion had dropped to 40% and around 22% for girls and boys respectively.

Half the students who chose to study a foreign language opted for French in 1984. In comparison, only one-fifth of the students chose German whereas it was an insignificant 5% for Spanish. Interestingly, in 2007, there was a sharp reduction of 50% in the ratio of students learning French. The drop was almost similar for German as well. Conversely, Spanish was the only language where the percentage of students studying it doubled to 10%.

Sample 8:

The dual bar charts provide details regarding the number of students aged 14 to 16 who undertook modern foreign language courses in an English-speaking nation, alongside the top three foreign languages, namely French, German, and Spanish, from 1984 to 2007.

In general, both genders witnessed a decline, with girls consistently surpassing boys in terms of statistics. Notably, despite a notable decrease, French maintained its lead among the three most popular languages chosen by students.

In 1984, girls significantly outnumbered boys in terms of the percentage of students learning foreign languages in an English-speaking country, with just under 50% of girls compared to 30% of boys. Over the subsequent 13 years, by 2007, the proportion of female students saw a slight decrease to 40%, while a similar decreasing trend was observed in male students, dropping to approximately 25% in the same year.

In 1984, French held a dominant position in the charts, with half of students aged 14-16 opting to learn this language. However, there was a subsequent decline to around 25% in 2007, yet French retained its top spot. Comparable changes, albeit to a lesser extent, can be observed in students studying German, with their percentage decreasing from 20% to roughly 15% during the same period. These declining trends contrast with students of Spanish, who experienced a doubling in numbers from a mere 4% to 10%, significantly closing the gap among the three most commonly studied languages.

Sample 9:

The bar charts compare the percentages of male and female students who learnt foreign languages in an English-speaking country, as well as the top three most preferred foreign languages in 1984 and 2007.

In general, girls were more interested in studying languages than boys, and the percentage of learners fell slightly throughout this period. Furthermore, the most popular language in both years was French, which was followed by Spanish and German.

Regarding both genders' enthusiasm in foreign language studying, roughly 50% of females expressed interest in 1984, which was about 20% higher than the figure for their male counterparts, at 30% in total. In 2007, these percentages of boys and girls decreased to 25% and 40%, respectively.

In terms of the languages that students chose to study in 1984, 50% of students considered French as their favorite. This language continued to be the top choice among language learners even though the proportion halved to approximately 25% in 2007. While Spanish was the only language that attracted more pupils during the period, with a 200% rise in its learner percentage from 5% to 10% in 2007, the preference for German went through a moderate decline from 20% in 1984 to roughly 15% in 2007.

Sample 10:

The charts delineate the proportion of male and female students in an English-speaking country who studied a foreign language between the ages of 14 and 16, and the three most popular languages they learned in 1984 and 2007.

It is evident that a higher percentage of females showed an inclination towards learning new languages compared to males in both years. Furthermore, French emerged as the predominant choice of language among students.

In 1984, approximately 50% of female students engaged in foreign language acquisition, in contrast to only 30% of males. By 2007, these figures saw a notable decline, with approximately 40% of female students continuing to study new languages, while only about 25% of male students pursued language learning.

Regarding language preferences, in 1984, French stood out as the top choice among second language learners. However, over the following years, its dominance dwindled, settling at approximately 25%, but French remained the preferred language for learners aged 14-16. Initially selected by 20% of learners, German followed a similar declining trajectory, albeit less steep than French, dropping to less than 15%. Conversely, Spanish gained popularity, experiencing a negligible rise from around 5% to 10% and remaining consistently the least favored option.

Sample 11:

The given bar charts illustrate the percentage of boys and girls of 14–16-year age group studying foreign languages, and the top three foreign languages opted by those children of an English speaking country.

In 1984 only 50% of girls and 30% of boys studied foreign languages. This number fell between both genders and in 2007, 40% of girls and approximately 25% of boys were studying foreign languages.

In 1984, French was the most popular language with 50% of students learning it. The percentage of students learning French has almost halved to about 25% by 2007. The German language also lost popularity as the proportion of students learning German dropped from 20% to 15% during the given period. Spanish has been the least popular language over the given two years, but surprisingly it is the only language that has grown in popularity over time. In 1984, 5% of students studied Spanish, but 10% chose Spanish in 2007.

Overall, it is clear that more girls studied foreign languages ​​than boys. In addition, while the number of students choosing French and German decreased, those studying Spanish increased in the given tenure.

CÂU HỎI HOT CÙNG CHỦ ĐỀ

Lời giải

The plans below show a bookstore in 2000 and the bookstore now.  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 maps show changes in the layout of a bookstore between 2000 and the present. 

In general, the layout of the bookstore has been significantly changed, especially on the left-hand side of the room. A number of features have been moved and modified, while other facilities have been added. 

In 2000, there was a large section dedicated to fiction books on the left-hand side of the store. However, that section has been divided into four new sections, in which books on art, hobbies, cookery, and fiction are now displayed.

The area for fiction books in the rear left corner of the store is now used for non-fiction books, while the old non-fiction section has been transformed into a new cafe. The central area of the room, which used to be for art, cookery, and hobby books, is now occupied by tables and chairs. Meanwhile, the space for travel books, new books, and the service desk, has remained unchanged over the years. 

Sample 2:

The maps depict the layout changes of a bookstore from 2000 to the present. Overall, the bookstore has undergone significant modifications, including the relocation of several book sections, the introduction of a seating area, and the addition of a café.

In 2000, the bookstore’s central area was occupied by the art, hobbies, and cookery sections. These sections have now been moved to the top left corner, next to the fiction area. As a result, the fiction section, which previously spanned across two large areas, has been reduced in size. The central space, once home to art, hobbies, and cookery, now accommodates three tables for customers to sit and read.

Additionally, the non-fiction section, originally located at the bottom of the store, has been relocated to the top right corner, where the larger fiction area once stood. The space formerly used for non-fiction has been transformed into a café, providing customers with refreshments. Despite these transformations, some areas have remained unchanged. The travel section, new books, service desk, and entrance have all stayed in their original positions throughout the period.

Sample 3:

The two maps depict the transformation of a bookshop over the course of two decades, from the year 2000 to the present.

Overall, the layout of the store has undergone significant changes over time, particularly with regard to the arrangement of the different sections. While the centre of the store is now fully occupied, the relocation of the cooking, hobbies, and art units to the north has resulted in a more balanced distribution of content throughout the store. The addition of a café has also enhanced the shopping experience for customers, offering a comfortable space for reading, relaxing, and enjoying a cup of coffee.

In the year 2000, the central area of the bookshop was primarily occupied by cooking, hobbies, and art units, while the northeast and north edges were dominated by large fiction units. The west and east west corners housed travel, new books, and a service desk, and a non-fiction section was situated on the east side of the store.

Fast forward to the present, and the bookshop has undergone a significant transformation. The central tables are now completely occupied, forcing the cooking, hobbies, and art units to be relocated to the north. The previous large fiction unit in the northeast corner has been replaced by a non-fiction section, and a café now occupies the south side of the store, where the non-fiction department once stood.

Sample 4:

The two maps show the evolution of a bookshop from the year 2000 to the present. Overall, the tables in the centre have been totally occupied, pushing the units for hobbies, literature, and cooking to the north. Also, a café has replaced a non-fiction section in the present bookstore.

The centre of the bookshop included cooking, hobbies, and art areas in 2000. Large fiction units were occupying the northeast and north edges. After the entry area, on the west and east west corners were travel, new books, and a service desk. A non-fiction section was also located on the east side of the bookstore.

The present bookshop has three attached circular tables with four chairs surrounding each one in the centre, displacing the cooking, hobbies, and art units to the north side where there used to be a huge fiction arrangement. Additionally, a non-fiction section has taken the place of the other fiction unit that was in the northeast corner. In fact, the south side of the bookshop, which is currently home to a café, used to house the nonfiction department.

Sample 5:

The two maps depict the changes that have taken place in a bookstore from 2000 to the present day. Overall, the central area has been completely packed with tables, pushing cookery, hobbies, and fiction units on the north side. Meanwhile, at the expense of a non-fiction unit, a café has appeared in the current bookstore.

In 2000, there were cookery, hobbies, and art sections at the centre of the bookstore. Both the north and the northeast sides were occupied by large fiction units. Travel, new books, and service desk were on the west and east west corner right after the entrance area. Moreover, there was a non-fiction unit on the east side of the bookstore.

In the current bookstore, pushing cookery, hobbies, and art units to the north side, where previously there was a large fiction setup, the central space is packed with three round tables attached with four seats around each one. Furthermore, the other fiction unit, which was located at the northeast corner, is now replaced with a non-fiction area. In fact, the nonfiction section was previously on the south side of the bookstore, which is now occupied by a café.

Sample 6:

The maps below show a bookstore in 2000 and now.

Overall, several scattering book sections have been consolidated to make space for the introduction of some new services.

In 2000, fiction was the most dominating genre, occupying the largest L-shaped shelves running along the top wall and half of the right-side one. Hobbies, cookery, and art took up a modest space in the middle of the bookstore.

Currently, the area right after the entrance has been kept intact with space dedicated to the travel and new book sections. The L-shaped area has been divided into four nearly equal sections to accommodate art, cookery, and fiction at the top, and non-fiction on the right, which has allowed the removal of the four separate display areas. The non-fiction section from 2000 has been removed to establish a café, enhancing customers' experience.

Sample 7:

The maps illustrate the reorganization of a bookstore at present in comparison to its arrangement in 2000.

According to the floor plan of the store, the area right at the entrance has been kept intact with space dedicated to the travel and new books sections. Also, in the near right-hand corner after the front entrance, still stands the service desk.

However, after reshuffling, the fiction section stretching along the left wall in 2000 has been reduced to only a quarter of its original size in the back corner of the store. This leaves room for the art, hobbies, and cookery sections which have been removed from the middle of the store to make way for three sets of tables and chairs. At the back of the store, people now keep non-fiction books where there used to be fictions. Meanwhile the non-fiction section in 2000 has been removed to establish a café which customers can reach when they walk past the service desk on the right of the store.

Overall, the maps demonstrate the resizing and relocation of the same sections of books in the store to accommodate a new in-house café.

Sample 8:

The map illustrates the evolution of a bookstore's layout from the year 2000 to the present day. A comparative analysis reveals a significant reconfiguration of various sections, notably a reduction in the area allocated to fiction, which has been supplanted by new facilities and sections.

Commencing with the left side of the entrance, the original fiction area has undergone a notable transformation, segmenting into four distinct categories: Art, Hobbies, Cookery, and Fiction. This diversification enhances the variety available to customers. Furthermore, the upper right section, which initially housed a dedicated fiction area, has now been occupied by a Non-Fiction section. In contrast, the Travel section, located directly opposite the entrance, has remained unchanged over the years, indicating a stable demand for this genre.

On the right side of the entrance, the sections for New Books and the Service Desk have retained their original positions. However, a Non-Fiction area that existed in 2000 has been converted into a café, reflecting a shift towards a more leisure-oriented experience for patrons. Additionally, the middle section, which previously included Cookery, Hobbies, and Art areas, has transitioned into a cluster of tables, providing customers with spaces to sit, relax, or read while enjoying their visit to the bookstore.

Sample 9:

The changes which occurred to the physical layout of a bookstore since 2000 are portrayed in the given maps. Overall, it is clear that there have been done significant alterations in the store for the introduction of a Cafe and a reading area.

In 2000, the bookstore was a square-shaped building with its entrance at the West. The service desk was there towards its extreme right, crossing the sections for travel and new books. Most area of the store was occupied by books on fiction: at the North and towards the North-east. Non-fiction books were arranged to the South, towards the East of the service desk. At the centre, there were books on cookery, hobbies and art.

The first major change as a part of re-arrangement is seen at the centre, when the area is seen cleared up for reading. The area for fiction at North is seen shrunken by a quarter of its previous size. Books on art, cookery and hobbies occupied the other three portions. The area in the North-east, where fiction books were there in 2000, is seen occupied by non-fiction books now. At the place where the non-fiction books were seen, a café came to existence.

Sample 10:

The two maps illustrate the layout of a bookstore in 2000 and the present day.

Overall, while the core structure of the bookstore remains the same, there have been some noteworthy changes in the arrangement of bookshelves and the addition of a café and tables.

In 2000, the largest section in the bookstore was allocated to fiction books, located on both sides of the store. Non-fiction books occupied the space at the bottom right corner, while genres such as travel, art, hobbies, and cookery were arranged in the middle part of the store. A section labeled “new books” was placed near the entrance, along with a service desk on the left-hand side.

In contrast, the current layout has undergone several modifications. The fiction section has been reduced in size, and the space previously occupied by non-fiction books is now a café. The non-fiction section has been moved to the top right corner, replacing part of the old fiction area. In the center of the store, three tables have been introduced, creating a more communal space. Additionally, the sections for travel, art, hobbies, and cookery books have remained in the same area, but their positions have been slightly adjusted.

Lời giải

The line graph shows the number of people who used different communication services in the world.  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 graph gives data about the number of users of five different communication services worldwide from 1998 to 2008.

Overall, all services experienced some growth over the 10-year period, with cell phone and Internet services experiencing the most growth and becoming the most popular forms of communication.

In 1998, the figures for cell phone and Internet users started at around 5% of the population. They both increased over the remaining years, with cell phone service gaining the highest position in 2008, with more than 60% percent of the population using this type of service. This number was approximately three times as much as that of Internet service in the same year.

Meanwhile, throughout the 10-year period, little change was seen in the use of landline services, at about 15% of the population. Also, the use of mobile and fixed broadband services was minimal before 2002. The figures for these two services rose slightly to roughly 5% of the population by the last year.

Sample 2:

The line graph gives data about the number of users of 5 different communication services worldwide from 1998 to 2008.

Overall, cell phone and Internet services became more and more popular, and others similarly experienced minimal growth over the years.

In 1998, the figures for cell phone and Internet users started at around 5 per 100 inhabitants. They both increased over the remaining years, with cell phone service gaining the higher position in 2008, at more than 60 users per 100 in habitants. This number was approximately three times as much as that of Internet service in the same year.

Meanwhile, throughout this 10-year period, little change was seen in the use of the landline service, with about 15 users per 100 inhabitants. Also, mobile and fixed broadband had yet to be introduced by 2002. The figures for these two services rose slightly to roughly 5 users per 100 inhabitants in the last year.

Sample 3:

The line graph illustrates the number of people in the world who used five categories of communication services at two-year intervals from 1998 to 2008.

Overall, although all kinds of communication services tended to grow during the entire time period, only the increase in popularity in cellular phone service was significantly higher than the rise in that of other means of communication.

In 1998, the figure for cellular phone service was round about 500 people, as same as Internet service’s. From 1998, the number of individuals using cellular phone services increased dramatically to exactly 6000 people and became the most common means of communication in the year 2008. Additionally, the figure for Internet service was about five times higher than during the period of 10 years.

With 1500 people used, the figure for landline service was the highest number in 1998. However, that figure had a minor increase to 2000 people in 2006 before it dropped slightly to approximately 1800 people in 2008. The figure for mobile broadband and fixed broadband remained nearly 0 throughout the first six-year period. They were also the least popular kinds of communication services despite rising up to 500 people in 2008.

Vietjack official store
Đăng ký gói thi VIP

VIP +1 - Luyện thi tất cả các đề có trên Website trong 1 tháng

  • Hơn 100K đề thi thử, đề minh hoạ, chính thức các năm
  • Với 2tr+ câu hỏi theo các mức độ Nhận biết, Thông hiểu, Vận dụng
  • Tải xuống đề thi [DOCX] với đầy đủ đáp án
  • Xem bài giảng đính kèm củng cố thêm kiến thức
  • Bao gồm tất cả các bậc từ Tiểu học đến Đại học
  • Chặn hiển thị quảng cáo tăng khả năng tập trung ôn luyện

Mua ngay

VIP +3 - Luyện thi tất cả các đề có trên Website trong 3 tháng

  • Hơn 100K đề thi thử, đề minh hoạ, chính thức các năm
  • Với 2tr+ câu hỏi theo các mức độ Nhận biết, Thông hiểu, Vận dụng
  • Tải xuống đề thi [DOCX] với đầy đủ đáp án
  • Xem bài giảng đính kèm củng cố thêm kiến thức
  • Bao gồm tất cả các bậc từ Tiểu học đến Đại học
  • Chặn hiển thị quảng cáo tăng khả năng tập trung ôn luyện

Mua ngay

VIP +6 - Luyện thi tất cả các đề có trên Website trong 6 tháng

  • Hơn 100K đề thi thử, đề minh hoạ, chính thức các năm
  • Với 2tr+ câu hỏi theo các mức độ Nhận biết, Thông hiểu, Vận dụng
  • Tải xuống đề thi [DOCX] với đầy đủ đáp án
  • Xem bài giảng đính kèm củng cố thêm kiến thức
  • Bao gồm tất cả các bậc từ Tiểu học đến Đại học
  • Chặn hiển thị quảng cáo tăng khả năng tập trung ôn luyện

Mua ngay

VIP +12 - Luyện thi tất cả các đề có trên Website trong 12 tháng

  • Hơn 100K đề thi thử, đề minh hoạ, chính thức các năm
  • Với 2tr+ câu hỏi theo các mức độ Nhận biết, Thông hiểu, Vận dụng
  • Tải xuống đề thi [DOCX] với đầy đủ đáp án
  • Xem bài giảng đính kèm củng cố thêm kiến thức
  • Bao gồm tất cả các bậc từ Tiểu học đến Đại học
  • Chặn hiển thị quảng cáo tăng khả năng tập trung ôn luyện

Mua ngay