The table below shows employment patterns for males and females in New Zealand in 1993 and 2003 Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
Women and man are commonly seen as having different strengths and weaknesses. Therefore, some people believe that it is right to exclude males or females from certain professions because of their gender. Do you agree or disagree with this opinion?
The table below shows employment patterns for males and females in New Zealand in 1993 and 2003. Summarize the information by selecting and reporting the main features, and make the comparisons where relevant. (THU HA)
The chart below shows average hours and minutes spent by UK males and females on different daily activities.
The graphs below compare the number of cosmetic procedures performed on males and females in Korea in 2004.
The chart below shows the percentage of females aged 16-25 in a particular country who participated in sports, compared with the percentage of people who watched them in 2000. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
The diagrams below show the main reasons workers chose to work from home and the hours men and females worked at home for the year 2019. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
Women and men are commonly seen as having different strengths and weaknesses. Is it right to exclude males or females from certain professions because of their gender? Give reasons for your answers and include any relevant examples from your own knowledge or experience.
The bar chart depicts England,Wales, Scotland and Northern Ireland in terms of the proportion of women who were unemployed in the United Kingdom over a 2-year timescale spanning from 2013 to 2014 Broadly, the unemployment rate in Scotland registered upward trends, while that of England,Wales and Northern Ireland experienced completely opposite trajectories. England,notably, was by far the most widespread in the percentage of unemployed females in 2013 From the outset in 2013, the popularity of females who were without jobs in England was highest, accounting for 6,8%, which was 0,7% higher than that of Scotland. Thereafter, there was a slight decline to 6,5 in the prevalence of female unemployment in England in 2014, whilst the figure for Scotland exhibited an increase to 6,7% at the same time Commencing from 2013, 5.6% of females who did not have work originated from Northern Ireland, compared to 5,4% of Wales in the initial year, but then both countries decreased, with 4,6% and 5,0% in 2014 respectively.
The bar chart shows the percentage of males and females in the UK by age group in 2006.Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
The chart below shows the number of males and females studying different subjects in Toronto in 2013.
The line graph demonstrates that the average amount of money females earned as a proportion of male's earnings in the USA from 1975 to 2005.
Women and men are commonly seen as having different strengths and weaknesses. Is it right to exclude males or females from certain professions because of their gender? Give reasons for your answer and include any relevant examples from your own knowledge or experience.
The chart below shows the proportion of males and females in Malaysia who commonly do physical activity in 2010. Beka
The chart below shows the percentage of females aged 16-25 in a particular country who participated in sports, compared to those who watched sports, in 2000.
The graph shows females unemployment rates in each country of the United Kingdom in 2013 and 2014.
Some people think that females shouldn’t allow in the military force whereas some think that they should give them chance. So what extent do you agree or disagree.
The chart gives information about Australian men’s and women’s regular physical activity in 2010, number of males and females and average between age groups. Figures are given for six categories from 15-24 to 65 and over years old.
The charts below show the percentage of males and females who worked in three different sectors in two countries in 2007. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
Question: Universities should accept equal number of males and females in every subject. To what extent do you agree?
Many high level positions in companies are filled by men even though the workforce in many developed countries is more than 50 percent females. Companies should be required to allocate a certain percentage of these positions to women. To what extent do you agree or disagree?
Women and men are commonly seen as having different strengths and weaknesses. Is it right to exclude males or females from certain professions because of their gender? Give reasons for your answer and include any relevant examples from your own knowledge or experience.
The pie charts give information about the proportoin males and females in employment in six categories divided into manualand non-manual occupations.
The chart below shows the percentage of females aged 16-25 in a particular country who participated in sports, compared with the papercentage of people who watched them in 2000. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
The supplied bar chart represents data about females in different age that gave a birth to the first child in Australia in the year 1966, 1986 and 2006. Angsa
The diagrams below show the main reasons workers chose to work from home and the hours males and females worked at home for the year 2019. Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
The diagrams below show the main reasons workers chose to work from home and the hours males and females worked at home for the year 2019.
The chart below shows the proportion of males and females in Malaysia who commonly do physical activity in 2010. Summarise the information by selecting and reporting the main features, and make comparisons where necessary.
The charts below show the comparison of time spent, in minutes per day, by UK males and females on household and leisure activities in 2008. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
The charts below show the comparison of time spent, in minutes per day, by UK males and females on household and leisure activities in 2008. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Angsa
The pie chart shows the percentage of males and females arrested in the UK from 2015- 2020 and the bar chart shows the reasons for these people's arrest. Summarize the information by selecting and reporting the main features and make comparisons where relevant.
The workplace nowadays is trying to employ the equal number of females and males. To what extent do you agree or disagree?
The pie charts give information about the proportion males and females in employment in six categories divided into manual and non-manual occupations
This bar chart shows the different reasons for making journeys in the UK in 2006 and how males and females differed in this.
The table below shows employment patterns for males and females in New Zealand in 1993 and 2003. Summarize the information by selecting and reporting the main features, and make the comparisons where relevant. (MINH LE)
The table shows the population ratio of females per 100 males in six different areas in 1995 and 2005. (Africa, Asia, Europe, North America, Central America and Oceania). Summarize the information by selecting and reporting the main features and make comparisons where relevant.
The bar charts shows the details the percentage of two types of television programmes, namely reality and game shows watched by males and females in different age groups in Australia.
The table below shows employment patterns for males and females in New Zealand in 1993 and 2003. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
The table shows the population ratio of females per 100 males in six different areas (Africa, Asia, Europe, North America, Central America, and Oceania) in 1995 and 2005. Summarize and report key features.
Employers should ensure that there are equal numbers of males and females in managerial posts in companies. Do you agree or disagree?
The bar chart shows the percentage of males and females aged 18-20 in a city who participated in a various activities in nine month in 2015
The chart below shows the percentages of males and females with higher education qualifications in 5 countries in 2001.
The table below shows the population ratio of females per 100 males in six different areas in 1995 and 2005.
The presented pie chart gives data on the trend of occupation of males and females in the United Kingdom in 1992.
The two pie charts give information on the propotion of males and females in employment in six general categories in 1992, they divided into manual and non-manual. Manual occupation includes Craft or similar, General labourers and other manua
The given bar chart illustrates how many males and females played six different sports in English cities during 2012.
The chart shows the average life expectancy for males and females in 1900, 1950 and 1990.
Women and men are commonly seen as having different strengths and weaknesses. Is it right to exclude males or females from certain professions because of their gender? Give reasons for your answer and include any relevant examples from your own knowledger or experience.
The table below gives information on UK males’ and females’ average hours and minutes on different daily activities. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
The table below gives information on average hours and minutes spent by UK males and females on different daily activities.