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The bar charts below show the number of hours each teacher spent teaching in different schools in four different countries in 2001. v.4

The bar charts below show the number of hours each teacher spent teaching in different schools in four different countries in 2001. v. 4
The bar graph outlines the average duration a teacher spent on three different levels in four different countries in 2001. Overall, the teaching hours at the secondary level was higher than that of primary level and the US tutors spent more time teaching than the teachers in the other three countries did. A US teacher spent more than 700 hours to teach primary students in 2001 while a Japanese educator disbursed exactly 600 hours for teaching the same graders. Time allocated to teaching elementary student by a Spanish teacher was 50 hours higher than that of Japanese teacher but it was less than 600 hours in Iceland. An American teacher’s average schooling duration in 2001 for lower secondary students was 1000 hours which was 300 to 400 hours higher than the teaching duration by a teacher in the other three countries. Finally, higher secondary students received almost 1200 hours’ lectures by a teacher in the US and this duration was noticeable higher than of other countries. In Japan, an upper secondary level teacher taught for 700 hours in 2001, almost 500 hours less than that of a US teacher. In Iceland and Spain, teaching duration by a higher secondary level teacher was approximately 900 hours, about 300 hours less than that of an American teacher.
The bar graph outlines the average
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duration
a
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teacher
spent on three
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different
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levels
in four
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different
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countries
in 2001.
Overall
, the
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teaching
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hours
at the
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secondary
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level
was higher than that of primary
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level
and the US tutors spent more time
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teaching
than the
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teachers
in the other three
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countries
did.

A US
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teacher
spent more than 700
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hours
to teach primary
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students
in 2001 while a Japanese educator disbursed exactly 600
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hours
for
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teaching
the same graders. Time allocated to
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teaching
elementary
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student
by a Spanish
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teacher
was 50
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hours
higher than that of Japanese
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teacher
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but
it was less than 600
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hours
in Iceland. An American
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teacher’s
average schooling
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duration
in 2001 for lower
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secondary
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students
was 1000
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hours
which was 300 to 400
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hours
higher than the
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teaching
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duration
by a
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teacher
in the other three
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countries
.
Finally
, higher
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secondary
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students
received almost 1200
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hours’
lectures by a
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teacher
in the US and this
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duration
was noticeable higher than of other
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countries
. In Japan, an upper
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secondary
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level
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teacher
taught for 700
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hours
in 2001, almost 500
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hours
less than that of a US
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teacher
. In Iceland and Spain,
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teaching
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duration
by a higher
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secondary
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level
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teacher
was approximately 900
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hours
, about 300
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hours
less than that of an American
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teacher
.
2Linking words, meeting the goal of 7 or more
53Repeated words, meeting the goal of 3 or fewer
0Mistakes
It is astonishing how much enjoyment one can get out of a language that one understands imperfectly.
Basil Lanneau Gildersleeve

IELTS academic The bar charts below show the number of hours each teacher spent teaching in different schools in four different countries in 2001. v. 4

Academic
2 paragraphs
215 words
6.0
Overall Band Score
Coherence and Cohesion: 5.5
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    One main idea per paragraph
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    Include an introduction and conclusion
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    Support main points with an explanation and then an example
  • Use cohesive linking words accurately and appropriately
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    Vary your linking phrases using synonyms
Lexical Resources: 6.0
  • Try to vary your vocabulary using accurate synonyms
  • Use less common question specific words that accurately convey meaning
  • Check your work for spelling and word formation mistakes
Grammatical Range: 6.0
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 7.0
  • Answer all parts of the question
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    Present relevant ideas
  • Fully explain these ideas
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    Support ideas with relevant, specific examples
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