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Forward from: Жахонгир Алий
Hamma yo'llar mockka olib boradi 😃




Forward from: Jo’rabek Sanokulov | IELTS
Task 2 writings by Sanokulov

1. Environment. (Agree/Disagree)
2. Taxes (Agree/Disagree)
3. University Education (Agree/Disagree)
4. Taking care of elderly (Discuss both views)
5. Traffic, cars and bikes. (Problems & Solutions)
6. Relevance of News & Media (Agree/Disagree)
7. Changing attitudes to Housing (Positive/Negative)
8. Relationships with neighbours (Two-part question)
9. Parents/Children. (Two-part question)
10. Health, Exercise for Elderly (problems & solutions)
11. Migrating to city, and its challenges. (causes/solutions)
12. Obesity among children (agree/disagree)
13. Private information on social media (positive/negative
14. Hiring employees (agree/disagree)
15. Energy, renewable sources. (agree/disagree)
16. Media bias (negative stories) (agree/disagree)
17. Diet, Restaurants, Recipes (advantages/disadvantages)
18. Art appreciation, live performance versus watching (agree/disagree)
19. Environment/People's health (agree/disagree)
20. Consumerism (Two-part question)
21. Employment, Gender at work (Agree/Disagree)
22. Space exploration (agree/disagree)
23. Crime, Poverty (Discuss both views)
24. Child education. (Discuss both views)
25. Animals, Conservation, Consumption (Agree/Disagree)
26. Relationships, telling the truth (agree/disagree)
26. Primary education (advantages/disadvantages)
27. Children, Crime, Responsibilities. (agree/disagree)
28. School education
29. Job satisfaction (Discuss both views)
30. Sports (Discuss both views)
31. Talent/Nurture (Discuss both views)
32. Sharing household tasks (agree/disagree)
33. Libraries and computers (discuss both views)
34. Medical research/Environment. (agree/disagree)
35. Traveling (positive/negative development)
36. Environmental issues (agree/disagree)
37. Pre-school experience (discuss both views)
38. Advancement of technology, Travel (agree/disagree)
39. Children striving to the best (agree/disagree)
40. Technology and shopping (discuss both views)
41. Business, Mastering math (agree/disagree)
42. Classical music, learning (direct question)
43. Children, reading stories or TV (agree/disagree)
44. Social media (advantages/disadvantages)
45. Sugary drinks (reasons/solutions)
46. Mental strength/Fitness (discuss both views)
47. Film production (positive/negative)
48. Media coverage of crime
49. Video analysis
50. Banning ads(agree/disagree)
51. Driverless cars(advantage/disadvantage)
52. Higher proportion of older people(positive/negative)
53. Cities turning parks into housing(positive/negative)
54. Celebrities giving opinions on public matters(Positive/negative)
55. Success and luck(agree/disagree)
56. Later parenthood(advantage/disadvantage)
57. Success and university(agree/disagree)
58. Movies - entertainment versus education (discuss both views)
59. Books and the internet(advantage/disadvantage)
60. Tourism (cause and solution)
61. Children's free time and technology (advantage/disadvantage)
62. Old people not doing exercise(cause/solution)
63. Children - lack of attention in school (cause/solution)
64. Noise pollution (cause/solution)
65. Road safety(agree/disagree)
66. 21st century is better than the past(agree/disagree)
67. Banning ads 2 - (agree/disagree)
68. Working longer hours (cause and effect)
69. Financial education in schools - agree or disagree
70. Technology and free time (Positive/negative development)
71. University competition (positive/negative)


IELTS with SANOKULOV




The process by which ceramic pots are produced can be outlined in a number of consecutive steps. Overall, there are four stages to the process starting with excavating raw materials, followed refining them, making half-ready pots, and finally reprocessing the pots before they are ready for consumption. Moreover, the process is a complex one, which requires much time and equipment to complete.

The first two stages are rather simple: raw material – clay or sand – is dug by excavator, which is then taken to a factory, where the remaining steps of the process take place. Once delivered, the raw material has to be crushed using a grinding machine, in which the large chunks of clay are turned into fine sand.

The next stage begins when the ground sand is mixed with water in a cylinder tank. The resulting mixture is then poured into molds, where it stays from 4 to as much as 6 hours. When complete pots are created, they are placed in an oven at a temperature of 1000 degrees Celsius in order to remove the moisture content from the pots, making them more durable.

The final stage involves making the pots more attractive. First, they are dyed by being dipped in a container filled with color and then they proceed to color firing to ensure the permanence of the color.


221 words

#task1
#report




The bar chart compares how much money was spent on clothes by adults and children in the US from 1985 to 2005. Overall, adults, especially women tended to allocate more money to purchasing clothing items than children. While there was a rise in the clothing expenditures by all age groups and genders, the increase was much more noticeable among adults.

Starting adults, women expended around $500 a year on clothes in 1985, twice more than their male counterparts in the same year. However, this spending gap narrowed after a decade, with women spending little over $500 and men allocating about $450. Despite this, in 2005, the amount of money spent by women rose to a staggering $650, compared to that of men, which saw a negligible fall to $400.

In contrast, children exhibited consistently small figures. In 1985, boy’s annual expenditure on clothes stood at around $90, a figure that rose to $100 in 1995 and remained unchanged in 2005. Girls, meanwhile, spent the same $90 in 1985. This figure then rose to over $100 before further increasing to approximately $140 in the final year.


#task1
#report




The pie charts compare the ways by which people from 3 countries learned English in 2010 and 2015. Overall, evening classes emerged as the most popular method among learners in 2010 in all countries. However, the proportions in the mix changed slightly by 2015, with a rise in preferences for alternatives such as online education and learning English abroad but evening classes still maintained their status as the most preferred approach. Notably, the drop in the share of people opting for this method of learning English was particularly noticeable in the B country.

The country A followed almost the same pattern in both years. In 2010, 70% of people opted for evening classes, a figure that fell slightly to 67% in 2015. Those who learned the language in a foreign country saw a minimal decline in their figure – from an initial 25% in 2010 to 23% in 2015. Lastly, the proportion of people who learned English online, though initially the smallest, experienced the most significant change, doubling from 5% to 10%.

In contrast, the country B showed a rather different picture. The majority – 72% - preferred evening classes in 2010 but this figure fell to 48% in 2015, representing the biggest percentage change among the other nations. This change can somewhat be linked to the popularity of online learning in the second year as 32% people chose this approach, up from a mere 8% in 2010. The proportion of those learning English abroad remained the same at 20%.

The country C stood out as a place, where people overwhelmingly favored conventional way, as a staggering 94% of learners took evening classes and only 6% learned via the internet in 2010. Despite a 12-percentage-point fall, evening classes remained the most popular approach. However, the proportion of people learning English online reached 15% while just 3% acquired the language in another country.

309 words


#task1
#report

A band 8.5-9.0 :)


The pie charts compare the ways by which people from 3 countries learned English in 2010 and 2015. Overall, evening classes emerged as the most popular method among learners in 2010 in all countries. However, the proportions in the mix changed slightly by 2015, with a rise in preferences for alternatives such as online education and learning English abroad but evening classes still maintained their status as the most preferred approach. Notably, the drop in the share of people opting for this method of learning English was particularly noticeable in the B country.

The country A followed almost the same pattern in both years. In 2010, 70% of people opted for evening classes, a figure that fell slightly to 67% in 2015. Those who learned the language in a foreign country saw a minimal decline in their figure – from an initial 25% in 2010 to 23% in 2015. Lastly, the proportion of people who learned English online, though initially the smallest, experienced the most significant change, doubling from 5% to 10%.

In contrast, the country B showed a rather different picture. The majority – 72% - preferred evening classes in 2010 but this figure fell to 48% in 2015, representing the biggest percentage change among the other nations. This change can somewhat be linked to the popularity of online learning in the second year as 32% people chose this approach, up from a mere 8% in 2010. The proportion of those learning English abroad remained the same at 20%.

The country C stood out as a place, where people overwhelmingly favored conventional way, as a staggering 94% of learners took evening classes and only 6% learned via the internet in 2010. Despite a 12-percentage-point fall, evening classes remained the most popular approach. However, the proportion of people learning English online reached 15% while just 3% acquired the language in another country.

309 words


#task1
#report

A band 8.5-9.0 :)


The charts below show the differences in how people in 3 countries learned English in 2010 and 2015


The bar chart compares people using mobile phones according to age groups in one country from 1998 to 2000. Overall, people from 31-50, and especially those between 16 – 30 were the primary user demographic in all years despite a noticeable fall in the figures. In contrast, there was an increase in the proportion of phone users in the youngest and the oldest age groups.

There were considerable variations in the phone usage patterns among the two youngest age groups. In 1998, only 2% of those aged less than 15 owned mobile phones while 53% of people from the 16-30 age bracket used such devices. This discrepancy, however, narrowed down over the next years, as the figure for the under-15 group rose to 8%, whereas the 16-30 age bracket saw a decline to 45% in 1999. In the final year, there was a marginal one-percentage-point change in both numbers, with the respective figures of people aged under 15 and those from the 16-30 age bracket standing at 9% and 44%

A similar scenario was observed in the remaining two age groups. Mobile phone users comprised 41% of the 31-50 age category, a figure that then dropped by 2-percentage points in each subsequent year, finishing at 37% in 2000. Meanwhile, the figure trended upward for the oldest age group. Starting at just 4% in 1998, it then doubled in 1999 before increasing further to 10% in 2000.

214 words

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#report


The bar chart shows mobile phone usage in a country by age group between 1998 and 2000


The pie chart shows how water was used in Australia in 2004. The bulk of water allocation was dedicated to the residential use, with other categories contributing only a small proportion to the total water usage. Within residential usage, the majority was allocated to gardens and bathroom, with laundry and toilet usage following closely behind. Kitchen usage accounted for a relatively small portion of the overall water allocation.

The total water usage in Australia showed an uneven distribution. Residential consumption accounted for a staggering 70% of the total water, while industries and businesses shared 10% each. The government’s water usage was twice that of other unspecified purposes, 6% compared to 3%.

There were considerable variations in how water is broken down in residential usage. The proportion of water used for garden and bathroom was the highest, with respective figures of 28% and 27%. A fifth of water was dedicated to washing clothes, as opposed to toilets that required 15%. Lastly, only 10% of the total residential water was used in the kitchen.


176 words
#report
#task1




The table shows the results of a survey conducted on the favorite TV programs of young people belonging to three age categories in a European country in 2012. Overall, the results did not reveal any specific patterns, with different aged people showing interests in various types of programs. Among teenagers, cartoons, closely followed by sports, programs were most popular, whereas people from the 15-20 age bracket enjoyed feature films and watching news more. In contrast, oldest age group exhibited nearly equal preferences for news, sports, feature films, and soap operas.

TV dramas and especially news programs were popular among older ages, while the reverse is true for cartoons. Only 6% of teenagers watched the news, compared to their older counterparts from the 15-20 and 21-25 age groups, with respective figures of 19% and 23%. There was a smaller discrepancy in the percentage of people watching TV dramas from various age categories, with 8% of the youngest age group opting for them as their favorite. While 10% of the people aged 15-20 who were asked said they favor TV dramas, this figure was a big higher among the oldest age group. Children from aged 11-15 overwhelmingly chose cartoons(29%), making it higher than the figures for the subsequent two age groups put together, which were 18% for the 15-20 age range and just 4% for people 21-25.

The remaining TV programs, on the other hand, showed somewhat similar and double-digit figures. 18% of the youngest age group preferred feature films, 5 percentage-points less than those from the 15-20 age range. This figure stood at 20% among the oldest survey participants. Sports garnered almost equal preference across all groups, ranging from 18% to 22%. Lastly, 17% of those aged 11-15 enjoyed soap operas, while this proportion was smaller among the next age category at 12%. However, those from the 21-25 age range who favored this genre accounted for 19%.



317 words

#task1
#report




The bar chart compares how much time was spent on a range of free time activities by the youngest and oldest American population in 2015. Overall, watching TV was the most popular activity among both age groups though older people dedicated much more hours to this pastime. In addition to television, young people tended to prioritize socializing, playing computer games and engaging in sports, while old people spent more time reading and relaxing.

Older people showed consistently higher engagement in activities such as watching TV, reading, and relaxing/thinking. On average, older population spent 4.5 hours watching TV, a substantial contrast to the younger age group, who allocated under 2.5 hours to the same activity. Regarding reading, older people devoted one hour of spare time, whereas those from the 15-19 age bracket spent about 10 minutes. A similar pattern was observed in relaxing/thinking, with older people dedicating over half an hour compared to 5 minutes spent by their younger counterparts.

A completely different picture can be observed in the remaining activities. Socializing showed somewhat similar figures, with younger people spending a little more at around 45 minutes. However, this disparity grew bigger in playing video games or computer use as younger people spent almost twice as much time as older people, 65 minutes compared to 30. Lastly, younger individuals allocated little over 30 minutes for doing sports but this figure stood at less than 15 minutes for those aged over 75.


240 words

#task1
#report




The bar chart shows the immigration patterns to Australia from 5 countries from 1962 to 2002. There was a marked rise in the percentage of people from the UK, India, and Vietnam, especially in the second year. In contrast, the immigration figures for New Zealand and particularly for Italy fell across the period.

Starting with the increases, the change was relatively consistent for Indian immigrants. In 1962, they accounted for just 2.5% of the total immigrants to Australia, a figure that rose to 15% after 20 years, remaining more or less the same by 2002. The proportions for the British and Vietnamese immigrants, however, followed a different pattern to that of India. Both started at 10% and the percentage of people moving to Australia from Britain and Vietnam reached their respective peaks of 17% and 25% in 1982. Both figures then fell to around 13% in the last year.

The Italian immigrants, on the other hand, comprised a staggering 40% in 1962 but this figure halved in 1982. Despite further decrease in 2002, the Italian immigration to Australia was the highest, 15%. The proportion of immigrants from New Zealand, although smaller, exhibited a somewhat similar trend. The figure stood at around 8% in 1962 and this was followed by a marginal drop to 6% in 1982 and then to 5% in 2002.

223
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#report

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