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雅思写作小作文范文 雅思写作表格题table 教育问题 今天我们雅思写作小作文范文的文章来研究下表格题tabl […]

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雅思写作小作文范文 雅思写作表格题table 教育问题

今天我们雅思写作小作文范文的文章来研究下表格题table。该表格给出了两所学校中学生所面临的各种问题,包括阅读能力,书写能力,拼写,听力,词汇表达,课堂集中度,听从指示等。同时,它还比较了这些数据在2005年和2015年的不同。老烤鸭小编搜集了一篇相关的考官范文,以供大家参考。

雅思写作小作文题目

The table below gives information about the problems faced by children in two primary schools in 2005 and 2015.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

雅思写作小作文范文

The table compares two primary schools in terms of the proportions of their pupils who experienced seven different educational problems in the years 2005 and 2015.

表格比较了2005年和2015年间两个小学中经历过七种不同教育问题的学生的比例。

It is noticeable that school A had higher proportions of children with all seven educational difficulties in both years. However, while school A managed to reduce the incidence of most of the problems between 2005 and 2015, school B saw an overall rise in the percentage of children who were struggling.

很明显,在两年间,学校A中有七种教育困难的孩子的比例都要高一些。然而,学校A在2005年和2015年间成功的降低了大多数问题发生的次数,而学校B中经历困难的学生的比例则整体上升。

In 2005, 42% of school A’s pupils found it difficult to follow instructions, whereas only 6% of pupils in school B experienced this problem. Similarly, between 30 and 40 percent of children attending school A had problems in the areas of spelling, listening, verbal expression and concentration in lessons, while the equivalent figures for school B stood at between 5 and 15 percent.

2005年,学校A的学生中有百分之四十二觉得听从指示比较困难,而学校B的学生中只有百分之六体验到这一问题。相似的,百分之三十到百分之四十在学校A上学的学生在拼写、听力、词汇表达以及课堂注意力等方面存在困难,而学校B这些问题的比例只有百分之五到百分之十五。

In 2015, the difference between the two schools was less pronounced. Notably, the proportion of children who struggled to follow instructions fell by 24% in school A, and this school also saw falls of 22%, 15%, 14% and 5% in the figures for children who had problems with concentration, listening, verbal expression and spelling. Translation from Laokaoya website. In school B, however, the proportion of children who struggled with spelling and following instructions doubled, to 10% and 12% respectively, and there was almost no change in the incidence of listening, verbal or concentration problems.

2015年,两所学校之间的差异就不那么明显了。值得注意的是,学校A中,觉得听从指示非常困难的学生比例下降了百分之二十四。同时,觉得课堂注意力、听力、词汇表达以及拼写方面比较困难的学生比例也分别下降了百分之二十二,百分之十五,百分之十四和百分之五。然而,学校B中,觉得拼写以及听从指示比较困难的学生比例几乎翻倍,分别上涨到了百分之十和百分之十二。而听力、词汇表达以及注意力等方面的数据则几乎没有变化。

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