extra bài mẫu task 1 google tài liệu

Overall, there was an increase in the proportion of young people choosing to study at this school because it provided suitable courses and it was close to their home, while the figures f

The chart illustrates how much oil was produced daily in four countries between      2000 and 2004   

Overall, there was an increase in the daily amount of oil produced in Nigeria, Chad      and Somalia, while a gradual decline in oil production was seen in Congo In      addition, Congo generally produced the most oil among the 4 countries examined,      but it was surpassed by Nigeria in the last year of the period   

Oil production in Congo started at 275,000 barrels per day (bpd), after which it      experienced a progressive fall to 203, 000 in 2004 Conversely, the figures for      Somalia increased dramatically from only 5.000 bpd in 2000 to 21,000 bpd in      2003, before reaching a peak at 50,000 bpd at the end of the period  

205,000 barrels of oil were produced in Nigeria in 2000, with subsequent      fluctuations and a final growth from 190,000 bpd in 2002 to 213,000 bpd in      2004 Meanwhile, Chad did not produce any oil until 2002, but its oil production      in 2003 was 8000 bpd, followed by a substantial rise to 50,000 bpd a year later   

About 1.7% of residents in Africa subscribed to fixed broadband services, after      which this figure saw a gradual growth to just under 3% in 2001 The figure for      mobile services saw similar changes in the first two years, but then rose quickly      from just to reach 3% in 2001, overtaking that for fixed residential phone services   

The proportion of African people using fixed line phones continued to increase at      the same rate, reaching only 3.1% in 2004 Meanwhile, the figure for mobile      phones rose sharply to end the period at 8.8% (a threefold increase from 2001 to      2004) (166 words)  

 

The charts illustrate how many school leavers chose to study at a certain university      

in the UK between 1987 and 2007   

 Overall, there was an increase in the proportion of young people choosing to study      

at this school because it provided suitable courses and it was close to their home,      

while the figures for those opting for this school owing to its quality of resources      

and teaching, and its physical and social activities declined In addition, the      

majority of students chose to study in the examined school because of its degree      

courses in both years   

 The percentage of students saying that they chose to study in the surveyed school      

because of its courses started at 35%, after which it saw a slight increase to 37%      

Meanwhile, the figure for those whose house was close to their school grew      

significantly from 10% to 21%  

 21% of the students placed more emphasis on the quality of the resources of the      

school in 1987, with a subsequent decline to 17% in 2007 In the meanwhile, the      

figures for undergraduates whose reason for enrollment was related to the quality      

of teaching and extra curricular activities halved to 8% and 9% respectively (197      

The chart illustrates how much electricity in six countries was produced from      

renewable sources between 2010 and 2013   

 Overall, there was an increase in the percentage of energy production coming from      

renewable sources in all six countries examined, with the most dramatic rise being      

seen in Germany In addition, Germany had the highest figures from mid 2010      

onwards   

 The percentage of energy generated from renewable sources in the USA started at      

about 19%, after which it saw a decline to reach a low of around 13%, before      

increasing to just over 20% in 2012 and 2013 Similar changes can be seen in the      

figure for India, declining from approximately 17% to 16% in after the first year and      

recovering back to its initial figure in 2010    

 About 17% of the USA's electricity production came from renewable sources of      

energy, with a subsequent considerable rise 25% in 2013 The figures for Spain,      

France and China saw smaller rises of about 2%, ending at just over 15%, 15%, and      

12.5% respectively (169 words)   

The bar chart illustrates whether and what kind of academic qualification people in      

Glasgow had in 2010   

 Overall, the majority of people aged from 16 to 50 held a bachelor’s degree, while      

those who are 75 and over tended to have no qualifications Also notable is that      

there is a parity in the percentage of people having finished high school in all age      

groups, with the exception of the oldest one   

 Regarding those having completed higher education, 76% of people who were in      

the 24-35 age bracket had a university degree in 2010, followed by the 16-24 and      

25-50 age groups (both at 71%) The figures for older age bands were smaller, with      

50% of 50-to-75-year-olds having received tertiary education, and only 25% of      

the elderly having done it Significant differences were also seen in the proportion      

of citizens in Glasgow who had not had any qualification until 2010, which was 9%      

for the first three youngest age groups, but 30% for those falling into the 50-75      

age bracket and even 72% for senior citizens   

 20% of 16-to-24-year-olds, 35-to-50-year-olds and 50-to-75-year-olds had      

chosen to only complete their high school education, so had/ compared to 15% of      

those in the age from 24 to 35 Only a mere 3% of those aged 75 and older had      

The bar chart illustrates the proportion of people having different qualifications or      

no qualifications in the field of science in Malaysia and Singapore   

 Overall, the majority of people in both countries do not have a science      

qualification, while only a small percentage of people have a master’s degree in this      

discipline   

 In both countries, the percentages of citizens having no qualification in science or      

only sitting school living exams are similar With regard to the former, about 65%      

of Malaysians do not have qualifications in science, compared to 60% of people in      

Singapore A difference of 5% can also be seen in the proportion of people in      

Malaysia and Singapore taking school leaving exams, with respective figures being      

35% and 30%   

 The most pronounced difference can be seen when we look at people with a      

university degree in science While 20% of Singaporeans hold a bachelor’s degree,      

only 10% of Malaysians have the same qualification Finally, about 3% of people in      

both countries have a master’s degree in this area of knowledge (178 words)   

The maps illustrate how a university's campus changed between 2000 and 2015   

 Overall, the university underwent a number of significant changes, the most      

important of which are the expansion of classrooms and the disappearance of all      

of the trees in the school   

 The main building in the northwest of the map had only three seminar rooms in      

2000, with seminar room 1 and 2 on the left and seminar room 3 on the right, and      

it was expanded northwards with two more classrooms The corridor separating      

those seminar rooms was also extended to cater for the expansion of the building      

Another change is that the library opposite seminar room 1 through the corridor      

was removed to allow the office next to it to expand    

 The main entrance in the middle of the map allowing access to the main building      

from the main road remained, while a car park was constructed on the right of the      

entrance The trees in the northeast were cleared to facilitate the construction of a      

library and an IT center A corridor was built between these two rooms   

The picture depicts how bricks are made for the construction industry   

 Overall, the process comprises a number of consecutive steps, starting with the      

collecting of clay, through different mixing and burning stages, and ending with the      

shipping of the finished products to their final destination, whether it be a      

construction site or storage  

 At the beginning of the process, clay is excavated by a large digger to prepare for      

production After being transported to a factory, the clay goes through a metal grid      

in order to break up the large chunks of clay and then small lumps of clay fall onto      

a roller, which moves the sieved clay to a designated place to be mixed with sand      

and water The mixture either is molded or goes through a wire cutter to make raw      

bricks, after which the bricks are kept in an oven to dry for 24 to 48 hours to be      

ready for the next steps  

 The process continues with the dried bricks being baked in a kiln at 200*C to  

980*C They are then burned at higher temperatures (870*C to 1200*C) before  

being moved to a cooling chamber where they are stored for 2 to 3 days in order      

for them to cool down and become hard Once the finished bricks are packaged,