雅思小作文高分范文——饼状图

　　雅思小作文高分范文——饼状图。这两个饼状图比较了2000年和2010年某大学的英国学生会讲英语以外的另一种语言的数量。

　　我们可以看到，2000年，在这所大学中会讲西班牙语在英国学生中很普遍。而在2010年的时候，很多学生会讲外语，相比较而言，在2000年的时候，能讲外语的人数相对较少。

　　在2000年，对30％的学生来说，西班牙语是他们唯一掌握的外语。在接下来的十年里，这一数字上升了5个百分点。在2000年和2010年，仅有10％的学生只会讲德语。在2000年，只能讲法语和只能讲其他一门外语的学生数量相同，都是15％。在2010年，可以讲法语的学生人数下降到10％，而可以讲其他一门外语的人数上升到20％在2000年，10％的学生可以讲另外两门外语，这一数字在2010年跃升至15％。

　　题目

　　The charts below show the proportions of British students at one university in England who were able to speak other languages in addition to English in 2000and 2010.

　　Summarise the information by selecting and reporting the main features and make comparisons where relevant. (C11T2)

　　范文

　　The two pie charts above compare the numbers of British students at a university who were able to speak another language, other than English, in 2000and 2010.

　　We can see that the Spanish language was prevalent among British students in 2000 in this university. While, many students were able to speak foreign languages in 2010, fewer were able to speak a foreign language in 2000.

　　In 2000, for 30% of all students in the university, Spanish was their only foreign language. During the next ten years the percentage of students who were taught Spanish as the only foreign language rose by 5%. Only 10% of students could only speak German in both 2000 and 2010. The same number of students could only speak French and other languages, which were all 15% in 2000. The number of students that could speak French dropped to 10% in 2010, whilst the number of speakers of other languages rose to 20%, In 2000, 10% of students could speak tw ro other languages this figure jumped to15% in 2010.

　　雅思小作文高分范文——饼状图

　　题目

　　The charts below show the proportions of British students at one university in England who were able to speak other languages in addition to English in 2000and 2010.

　　Summarise the information by selecting and reporting the main features and make comparisons where relevant. (C11T2)

　　范文

　　The two pie charts above compare the numbers of British students at a university who were able to speak another language, other than English, in 2000and 2010.

　　We can see that the Spanish language was prevalent among British students in 2000 in this university. While, many students were able to speak foreign languages in 2010, fewer were able to speak a foreign language in 2000.

　　In 2000, for 30% of all students in the university, Spanish was their only foreign language. During the next ten years the percentage of students who were taught Spanish as the only foreign language rose by 5%. Only 10% of students could only speak German in both 2000 and 2010. The same number of students could only speak French and other languages, which were all 15% in 2000. The number of students that could speak French dropped to 10% in 2010, whilst the number of speakers of other languages rose to 20%, In 2000, 10% of students could speak tw ro other languages this figure jumped to15% in 2010.

　　上面的两个饼状图比较了2000年和2010年某大学的英国学生会讲英语以外的另一种语言的数量。

　　我们可以看到，2000年，在这所大学中会讲西班牙语在英国学生中很普遍。而在2010年的时候，很多学生会讲外语，相比较而言，在2000年的时候，能讲外语的人数相对较少。

　　在2000年，对30％的学生来说，西班牙语是他们唯一掌握的外语。在接下来的十年里，这一数字上升了5个百分点。在2000年和2010年，仅有10％的学生只会讲德语。在2000年，只能讲法语和只能讲其他一门外语的学生数量相同，都是15％。在2010年，可以讲法语的学生人数下降到10％，而可以讲其他一门外语的人数上升到20％在2000年，10％的学生可以讲另外两门外语，这一数字在2010年跃升至15％。