You should spend about 20 minutes on this task.
The bar charts below provide information about percentages of students who are proficient in a foreign language in different countries.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Write at least 150 words.
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Model Answer 1 (Band 9)
The presented bar charts compare the percentages of male and female students who exhibit proficiency in a foreign language across six diverse countries, illustrating a clear gender distinction in linguistic capabilities.
An immediate observation from the charts showcases that female students generally exhibit greater proficiency in foreign languages compared to male students. This pattern is particularly striking in India, Romania, and Vietnam, where the percentages of female students proficient in a foreign language are notably higher than those of their male counterparts.
In India, an impressive 68% of female students show proficiency, compared to 56% for males. Romania displays a sharp gender disparity as well, with 65% of female students adept in a foreign language against 40% of male students. Vietnam adds to this gender-based trend with 66% of female students proficient in a foreign language, outpacing the 37% of proficient male students.
Intriguingly, Thailand diverges from this pattern, with male students marginally edging out females in language proficiency, albeit at a lower overall percentage. Meanwhile, Vietnam's students show a greater propensity for foreign languages than those in China and Russia, with the latter countries showcasing the smallest percentage of proficient language learners. These insights offer a granular view of the global landscape of language education, reflecting cultural, educational, and possibly societal influences on language learning.
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Model Answer 2 (Band 9)
The bar graph elucidates the percentages of students who are proficient in a foreign language across various nations, contrasting the proficiency levels between male and female students within six distinct countries.
At first glance, the data reveals a compelling trend: female students notably surpass their male peers in foreign language proficiency, with India, Romania, and Vietnam standing out for their high percentages. In these nations, the proficiency gap is not only remarkable for its size but also for its consistent bias towards female students.
Delving into the specifics, India leads this trend, with a striking 68% of its female students proficient in a foreign language, contrasted with 56% of males. Romania is close behind, with 65% of its female students displaying language proficiency, while the figure for males is slightly above 40%. Vietnam also displays a significant divide, contributing to the notable gender disparity in foreign language skills within these regions.
Conversely, while the trend of higher female proficiency persists, Thailand presents an interesting anomaly where the percentage of proficient male students is marginally higher at 30%. Additionally, Vietnam exhibits commendable language skills with more students fluent in a foreign language than China and Russia. On the lower end of the spectrum, China's data reflect the least language proficiency, with a narrow band of 20-30% of students versed in a second language. This data encapsulates a compelling snapshot of linguistic capabilities across diverse educational landscapes.
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Model Answer 3 (Band 9)
The bar charts offer a comparative analysis of the percentages of students who are proficient in a foreign language in various countries, segmented by gender.
An overarching trend becomes immediately clear from the data: female students showcase a consistently higher percentage of proficiency in foreign languages compared to male students, with this disparity being particularly pronounced in India, Romania, and Vietnam. This suggests a gendered difference in linguistic aptitude across these countries.
To detail the specifics, India is remarkable with approximately two-thirds of its female student body displaying proficiency in a foreign language, surpassing the 56% proficiency observed in male students. Romania also demonstrates a significant gender gap in language skills, with 65% of female students proficient, far exceeding the slightly over 40% of proficient male students. Vietnam follows suit, with 66% of female students proficient in a foreign language, compared to 37% of male students.
In contrast, Thailand presents a notable exception to the general trend, with male student proficiency marginally higher than female. Further comparisons reveal that Vietnam surpasses both China and Russia in the percentage of students proficient in a foreign tongue. On the other end of the spectrum, China records the lowest percentages of language proficiency, with a mere 20-30% of students displaying skills in a second language. This data encapsulates the variegated proficiency levels, hinting at underlying educational and cultural factors influencing language acquisition.
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