雅思小作文高分范文——餅狀圖

雅思托?？荚囀菄?guó)際性英語(yǔ)標(biāo)準(zhǔn)化水平測(cè)試之一，參加考試和報(bào)班學(xué)習(xí)的學(xué)子眾多，那么雅思小作文高分范文——餅狀圖？下面是由小編為大家整理的相關(guān)信息，僅供參考，歡迎大家閱讀本文。

我們可以看到，2000年，在這所大學(xué)中會(huì)講西班牙語(yǔ)在英國(guó)學(xué)生中很普遍。而在2010年的時(shí)候，很多學(xué)生會(huì)講外語(yǔ)，相比較而言，在2000年的時(shí)候，能講外語(yǔ)的人數(shù)相對(duì)較少。

在2000年，對(duì)30％的學(xué)生來(lái)說(shuō)，西班牙語(yǔ)是他們唯一掌握的外語(yǔ)。在接下來(lái)的十年里，這一數(shù)字上升了5個(gè)百分點(diǎn)。在2000年和2010年，僅有10％的學(xué)生只會(huì)講德語(yǔ)。在2000年，只能講法語(yǔ)和只能講其他一門(mén)外語(yǔ)的學(xué)生數(shù)量相同，都是15％。在2010年，可以講法語(yǔ)的學(xué)生人數(shù)下降到10％，而可以講其他一門(mén)外語(yǔ)的人數(shù)上升到20％在2000年，10％的學(xué)生可以講另外兩門(mén)外語(yǔ)，這一數(shù)字在2010年躍升至15％。

題目

The charts below show the proportions of British students at one university in England who were able to speak other languages in addition to English in 2000and 2010.

Summarise the information by selecting and reporting the main features and make comparisons where relevant. (C11T2)

范文

The two pie charts above compare the numbers of British students at a university who were able to speak another language, other than English, in 2000and 2010.

We can see that the Spanish language was prevalent among British students in 2000 in this university. While, many students were able to speak foreign languages in 2010, fewer were able to speak a foreign language in 2000.

In 2000, for 30% of all students in the university, Spanish was their only foreign language. During the next ten years the percentage of students who were taught Spanish as the only foreign language rose by 5%. Only 10% of students could only speak German in both 2000 and 2010. The same number of students could only speak French and other languages, which were all 15% in 2000. The number of students that could speak French dropped to 10% in 2010, whilst the number of speakers of other languages rose to 20%, In 2000, 10% of students could speak tw ro other languages this figure jumped to15% in 2010.

雅思小作文高分范文餅狀圖

題目

The charts below show the proportions of British students at one university in England who were able to speak other languages in addition to English in 2000and 2010.

Summarise the information by selecting and reporting the main features and make comparisons where relevant. (C11T2)

范文

The two pie charts above compare the numbers of British students at a university who were able to speak another language, other than English, in 2000and 2010.

We can see that the Spanish language was prevalent among British students in 2000 in this university. While, many students were able to speak foreign languages in 2010, fewer were able to speak a foreign language in 2000.

In 2000, for 30% of all students in the university, Spanish was their only foreign language. During the next ten years the percentage of students who were taught Spanish as the only foreign language rose by 5%. Only 10% of students could only speak German in both 2000 and 2010. The same number of students could only speak French and other languages, which were all 15% in 2000. The number of students that could speak French dropped to 10% in 2010, whilst the number of speakers of other languages rose to 20%, In 2000, 10% of students could speak tw ro other languages this figure jumped to15% in 2010.

上面的兩個(gè)餅狀圖比較了2000年和2010年某大學(xué)的英國(guó)學(xué)生會(huì)講英語(yǔ)以外的另一種語(yǔ)言的數(shù)量。

我們可以看到，2000年，在這所大學(xué)中會(huì)講西班牙語(yǔ)在英國(guó)學(xué)生中很普遍。而在2010年的時(shí)候，很多學(xué)生會(huì)講外語(yǔ)，相比較而言，在2000年的時(shí)候，能講外語(yǔ)的人數(shù)相對(duì)較少。

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