3. Lập dàn ý:
Mở bài (liệt kê các từ cần thay thế)
- The three pie charts; show; the changes in annual
spending; by a particular school in Australia; in
1995, 2000, and 2005.
The pie charts compare the changes in yearly
expenditure by a school in Australia in three
different years (1995, 2000, 2005).
Tổng quan:
Từ biểu đồ ta thấy trong cả 3 năm.:
- Lương giáo viên chiếm tỉ lệ lớn nhất trong chi tiêu nhà trường.
- Bảo hiểm chiếm tỉ lệ nhỏ nhất.
- Không tìm được xu hướng chung.
→ Overall, teacher’s salaries made up the largest proportion of the school’s spending in all
three years (1995, 2000 and 2005). By contrast, insurance accounted for the smallest
percentage.
4. Lập dàn ý:
Body 1: Các mục chi tiêu lớn nhất
Body 1: The salary
- Teachers’ salaries:
1995: 37% ngân sách chi
2001: tăng lên 45%
2005: tiếp tục tăng lên 48%
- Other workers’ salaries:
1995: 30%
2001: giảm xuống còn 12%
2005: tăng lại thêm 10% (đạt 22%)
Body 2: các mục chi tiêu còn lại
- Insurance: 3% vào năm 1995 tăng lên 8% vào năm
2005 (gần 3 lần)
- Resources + furniture and equipment : dao động
(Tìm thêm 1 vài điểm đặc biệt - cao nhất/ thấp nhất tại
1 thời điểm để chứng minh cho sự dao động)
+Resources: chi tiêu cao nhất vào năm 2000 (18%)
+ Furniture and equipment: chi tiêu cao nhất vào năm
2000 (20%)
5. BÀI HOÀN CHỈNH
The pie charts compare the changes in yearly
expenditure by a school in Australia in three
different years (1995, 2000, 2005).
Overall, teacher’s salaries made up the largest
proportion of the school’s spending in all three
years. By contrast, insurance accounted for the
smallest percentage.
In 1995, around 37% of the school’s budget was spent on teacher’s salaries. This figure rose
continuously to 48% after 10 years. The proportion of spending on other workers’ salaries
decreased dramatically from 30% in 1995 to only 12% in 2001. However, the period of 5 years
later saw a considerable climb again in this expenditure by around 10%.
Turning to the remaining sectors, at the beginning of the period, the proportion of the school’s
budget spent on insurance started at only 3%. However, this number was nearly tripple (to 8%)
in 2005. Besides, the percentage of spending on resources and furniture/ equipment fluctuated.
In 2000, the figures for these two parts reached a peak of around 18% and 20% respectively.
6.
7. Lập dàn ý:
Mở bài (liệt kê các từ cần thay thế)
- The three pie charts; show; proportion; one university in
England, were able to, other languages, in addition to
The pie charts give information about the percentages
of British students at a particular university in England
who could speak foreign languages beside their mother
tongue in 2 years (2000 and 2010).
Tổng quan:
Từ biểu đồ ta thấy trong cả 2 năm:
- Số sinh viên dùng được Spanish chiếm tỉ lệ cao nhất .
- Số sinh viên nói được German và two other languages chiếm tỉ lệ thấp nhất.
- Không tìm được xu hướng chung.
→ Overall, the number of students who could use Spanish stood at the highest position,
whereas users of German and two other languages at this university accounted for the smallest
percentage.
8. Lập dàn ý:
Body 1: Students using Spanish +
no other languages
Students using Spanish
2000: began at 30% (highest)
2010: tăng nhẹ 35%
- no other languages:
2000: 20%
2010: giảm 1 nửa còn 10%
Body 2: các mục còn lại
- 2000: Students using French = another language: 15%
- 2010: French giảm 5%; another tăng 5%
- Students using German = Two other languages= 10% - giữ ổn định
9. BÀI HOÀN CHỈNH
The pie charts give information about the percentages of British
students at a particular university in England who could speak foreign
languages beside their mother tongue in 2 years (2000 and 2010).
Overall, the number of students who could use Spanish stood at the
highest position, whereas users of German and two other languages at
this university accounted for the smallest percentages.
In 2000, the figure for university learners communicating in Spanish began at 30% which made up the highest
part. Then, this number had a slight climb by 5% after 10 years. Especially, the quantity of undergraduates who
were unable to verbalize other languages was ranked second. This figure then fell dramatically around a half and
became the lowest part of the chart in 2010.
In addition, French and another language were used by the similar number of students in 2000. However, the
period of 10 years later saw a completely opposite trend. While there was a considerable decline in the figure for
French users, that of learners speaking another foreign laguage had an upward tendency (by 5% each). Finally,
German and two other languages were communicated by the same quantity of students and they remained
unchanged at 10% until the end of the period shown.
