Table

Band 5+: 1. The table below shows the number of students living in the UK gaining English language teacher training qualifications in 2007/8 and 2008/9, and the proportion of male qualifiers. 2. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

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Image for topic: 1. The table below shows the number of students living in the UK gaining English language teacher training qualifications in 2007/8 and 2008/9, and the proportion of male qualifiers. 2. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

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The image displays data on qualifications for English language teachers obtained in the UK during 2007/8 and 2008/9. For 2007/8: Total qualifications were 32,930, with 23,842 females and 8,165 males, making up 24.7% male. TEFL qualifications totaled 25,446, with 18,460 females and 6,870 males, 26.9% male. Cambridge UCLES CELTA & other degrees totaled 7,484, with 5,382 females and 1,295 males, 17.3% male. For 2008/9: Total qualifications were 32,945, with 24,324 females and 7,511 males, 22.7% male. TEFL qualifications totaled 24,917, with 18,446 females and 6,545 males, 26.3% male. Cambridge UCLES CELTA & other degrees totaled 8,028, with 5,878 females and 966 males, 12.1% male.

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The table compares the percentage of studeents who living in the Uk gaining English language teacher training qualifications between 2007/8 and 2008/9. It also shows the number of male and female students and the percentage of male qualifires.

Overall, it is clear that the total number of students stayed almost the same in both years. In addition, women made up the majority of students, while the proportion of men decreased slightly.

Regarding the female students, from 2007/8 to 2008/9, a total students gained qualifications, accounting for 32,930% to 32,945%, respectively. Although TEFL was increase in 2007/8 than 2008/9 , this category was decreased in both years, at approximately 25,446% and 24,917%. Hence, the Cambridge UCLES was raisinggiven the same years, from 7,484% to 8,028%.

Turning of the male students, qualification of students category decreased in final year on Cambridge UCLES training , at around 1,295% and 966%. However, a total number of students than TEFL were less increased, by 8,165% to 6,870% during the 2007/8 and 7,511% to 6,545% in 2008/9, respectively.

Word Count: 172

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Overall Band Score

(+/- 0.5)

Vocabulary Complexity:
B1 - Intermediate
Using more sophisticated words could be beneficial.

Grammar Mistakes: N/A

Vocabulary Repetition:

students: 8

2007/8: 4

2008/9: 4

number: 3

total: 3

years: 3

decreased: 3

Try using synonyms for the above words

Task Response

The report attempts to address the task by describing the data and making some comparisons. However, there are several inaccuracies and inappropriate uses of percentages (e.g., treating raw numbers as percentages), which detract from the overall clarity and accuracy. The structure is present but could be improved with clearer grouping of information and more precise language. To improve, focus on accurately reporting the data without adding percentage signs to numbers, and ensure comparisons are clearly stated and logically organized.

Coherence & Cohesion

The report has a basic structure with an introduction, an overview, and separate paragraphs for female and male students. However, the flow is disrupted by unclear phrasing and awkward transitions, such as 'Regarding the female students' and 'Turning of the male students'. The use of cohesive devices is limited and sometimes inaccurate, making the message harder to follow. To improve, use clearer topic sentences and more varied linking words (e.g., 'In terms of', 'As for', 'Similarly') to guide the reader smoothly through the data.

Lexical Resource

The vocabulary is limited and repetitive, with frequent misuse of terms (e.g., 'studeents', 'qualifires', 'raisinggiven'). There is an over-reliance on basic words like 'increase' and 'decrease', and some expressions are unclear (e.g., 'a total students gained qualifications'). To improve, expand your range of synonyms (e.g., 'rose', 'fell', 'remained stable', 'accounted for') and ensure correct word forms. Avoid copying phrases directly from the task and aim for more natural academic language. Boost vocabulary complexity to elevate the overall score.

Grammatical Range & Accuracy

The report contains several grammatical errors, including subject-verb agreement ('studeents who living'), incorrect verb forms ('was increase', 'was raisinggiven'), and misuse of percentages (e.g., '32,930%' instead of '32,930'). Punctuation is also inconsistent. While some simple structures are used correctly, there is little variety in sentence types. To improve, practice using a mix of simple, compound, and complex sentences, and proofread carefully for common errors. Focus on accurate use of tenses and prepositions.

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Answers On The Same Topic:

1. The table below shows the number of students living in the UK gaining English language teacher training qualifications in 2007/8 and 2008/9, and the proportion of male qualifiers. 2. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

1. The table below shows the number of students living in the UK gaining English language teacher training qualifications in 2007/8 and 2008/9, and the proportion of male qualifiers. 2. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

1. The table below shows the number of students living in the UK gaining English language teacher training qualifications in 2007/8 and 2008/9, and the proportion of male qualifiers. 2. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

1. The table below shows the number of students living in the UK gaining English language teacher training qualifications in 2007/8 and 2008/9, and the proportion of male qualifiers. 2. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

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