2022年4月9日雅思小作文范文:英國(guó)學(xué)生上學(xué)政府家庭對(duì)比

2022年4月9日雅思小作文范文

You should spend about 20 minutes on this task.

The charts and graph give information about the number of students at university in a European country from 1984 to 2009, government spending on these students in the same period, and family economic background in 2009.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Write at least 150 words.

注：圖形根據(jù)考場(chǎng)回憶繪制，具體細(xì)節(jié)或有出入。

【圖形分類】

動(dòng)態(tài)與靜態(tài)組合圖

【題目解析】

第一個(gè)柱狀圖給出了某歐洲國(guó)家大學(xué)生人數(shù)變化，線圖給出政府平均在每個(gè)學(xué)生身上的支出的變化，餅圖則表明2009年學(xué)生的來(lái)自于何種家庭收入背景。

難點(diǎn)：每個(gè)圖表中的信息并不復(fù)雜，因此三個(gè)圖表單獨(dú)來(lái)看的話并不困難；但需要注意字?jǐn)?shù)要達(dá)到最低150字的要求，同時(shí)關(guān)注尋找圖之間的關(guān)系，例如線圖與柱圖之間存在明顯的對(duì)比關(guān)系，需要注意體現(xiàn)這一關(guān)鍵特點(diǎn)。

【寫作思路】

開頭段：轉(zhuǎn)述題目

主體段：根據(jù)圖表個(gè)數(shù)進(jìn)行分段，因此主體段總共可以分為三段，分別描述每個(gè)圖表的情況；具體來(lái)看，線圖中顯示學(xué)生數(shù)量整體上升，只有在中間1999年時(shí)出現(xiàn)少量下降；柱圖中政府在每個(gè)學(xué)生身上的開支隨學(xué)生數(shù)量的上升而出現(xiàn)相應(yīng)下降，但可以關(guān)注最后存在一個(gè)少量上升的情況；餅圖則說(shuō)明一半以上來(lái)自于富裕家庭，其他兩個(gè)背景的學(xué)生的比例相似

總結(jié)：隨著學(xué)生數(shù)量的上升，政府給每個(gè)學(xué)生的支出隨之下降；并且一半以上的學(xué)生來(lái)自于高收入家庭

【參考范文】：

The line graph and bar chart depict how the number of students and government expenditure for them changed between 1984 and 2009, while the pie chart provides information on the economic background of these students.

Overall, with more students enrolled in university during this period, the spending allocated to each person fell sharply; additionally, over half of the students were from high-income families.

To be specific, there were 300,000 students in 1984, followed by a considerable growth of 200,000 in the next decade. Despite a slight decrease in 1999, the number finally peaked at 550,000 in 2009.

In stark contrast, government funding per student experienced a corresponding drop from €14,500 to €13,000 over these 25 years. However, in the last five years it is noticeable that the figures showed the same increasing trend as that of students.

With regard to their family income level, 52% of the students came from well-off families, while the rest part was almost equally divided, with 22% from middle-income families and 26% from a disadvantaged background.

(171 words)

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