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Band 5+: Percentage of students learning foreign languages in four countries (2000-2020)

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The image displays a table titled 'Percentage of students learning foreign languages in four countries (2000-2020)'. For the year 2000, the percentages were: UK 35%, France 70%, Japan 45%, and Brazil 20%. In 2010, the figures were: UK 40%, France 72%, Japan 50%, and Brazil 30%. For 2020, the data was: UK 55%, France 75%, Japan 65%, and Brazil 45%.

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The given table shows that percentage of foreign languages learners who live in UK, France, Japan and Brazil between 2000 and 2020.

It is clear that students who live in France interested in learning new language more than others. Brazilian learners increased per year but they still back of the list of learners. All countries foreign languages learners increased by year after year.

Looking at the details, for 20 years, French learners dramaticly increased %2 for 10 years after that rise up %3 for 10 years. Although UK and France neighbors, France has 2 times more learners in 2000.

A similar pattern was seen in Japan and UK learners. They have same increasing rate %5 for per 10 year. On the other hand, British, Japanese and Brazilian learners sharply increased in 2010 and 2020.

According to the table, four countries ranks were not changed from 2000 to 2020. France was the first place, Brazil was the last place for countries number of foreign language learners.

Word Count: 165

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Overall Band Score

5.5

(+/- 0.5)

Vocabulary Complexity:
A2 - Upper Beginner
Consider using more varied and advanced words.

Grammar Mistakes: N/A

Vocabulary Repetition:

learners: 9

france: 5

increased: 4

foreign: 3

countries: 3

years: 3

Try using synonyms for the above words

Task Response

The report covers the requirements of the task, providing an overview of the data and highlighting key trends. However, there are some omissions and lapses in detail. To improve, focus on providing more specific data points and avoid generalizations. Also, ensure accuracy in reporting the data.

Coherence & Cohesion

The report demonstrates an adequate attempt to organize the information, but the flow of ideas could be improved. Paragraphing is present but not always effective in grouping related information. Transitions between sentences and paragraphs are sometimes abrupt, making it harder for the reader to follow the analysis. For instance, the shift from the overall trend to specific country details could be smoother. Consider using more cohesive devices to link ideas and improve the overall coherence.

Lexical Resource

The report uses a sufficient range of vocabulary to convey the main points, but there are instances of imprecise word choice and awkward phrasing. For example, 'Brazilian learners increased per year but they still back of the list of learners' could be rephrased for clarity and accuracy. To improve, focus on using more precise and varied vocabulary to describe trends and comparisons. Pay attention to collocations and idiomatic expressions to enhance the naturalness of your writing. Boost vocabulary complexity to elevate the overall score.

Grammatical Range & Accuracy

The report exhibits a mix of simple and complex sentence structures, but grammatical errors are frequent and sometimes impede understanding. Errors in verb tense, subject-verb agreement, and article usage are noticeable. For example, 'All countries foreign languages learners increased by year after year' contains grammatical inaccuracies. To enhance grammatical accuracy, carefully proofread your work and focus on mastering fundamental grammar rules. Practice using a wider range of sentence structures with greater accuracy.

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Band 5+: Percentage of students learning foreign languages in four countries (2000-2020)

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Answers On The Same Topic:

Percentage of students learning foreign languages in four countries (2000-2020)

Percentage of students learning foreign languages in four countries (2000-2020)

Percentage of students learning foreign languages in four countries (2000-2020)

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the table provides information about students studying in Australian univesity

The tables below show the working time of males and females in different regions in the year 2002. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The tables below show the working time of males and females in different regions in the year 2002. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The tables below show the working time of males and females in different regions in the year 2002. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

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Task Response

Coherence & Cohesion

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