Pratica di Shadowing: 2027 Guide to IELTS Academic Writing Task 1 - Impara a parlare inglese con i video
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Chats and tables, maps and diagrams can be tough,
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but I'll show you what really matters in IELTS academic writing task 1 and how to write a clear,
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simple answer that can score a band 7 or higher.
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I've taken IELTS multiple times myself, I worked with former IELTS examiners,
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and these are the exact techniques that help our students improve their writing scores from 6 .5 to
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So let's start with the chart and table.
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There is quite a bit of information here, but to write the introduction we need to understand what the two visuals show.
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The pie chart tells us about the age groups of people who use a spot center.
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The table shows how satisfied they are with its facilities and services.
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Now, let's introduce both in one sentence.
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The pie chart shows the age groups of adults surveyed at a sports centre,
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while the table summarises their satisfaction with its facilities and services.
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notice that the question just says the results of a survey
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and we've explained what those results actually are
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and express the information in our own words that's what you should do you should paraphrase the task
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and don't fear
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that you need a different word for everything a spot center
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can stay as a spot center keep the meaning accurate
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and move on
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because we have a much more important decision to make what this information tells us overall
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you have about 20 minutes for the whole task
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and task 2 is worth twice as much towards your writing score
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so don't spend too long perfecting this first sentence in your task one.
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Here is our plan.
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We write an introduction, an overview and then two body paragraphs.
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In this answer one body paragraph will describe the pie chart and the other the table,
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the simplest possible structure.
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And your complete answer needs to be at least 150 words long
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and the body paragraphs give you space to explain the details.
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But before those details we need to give the reader a general picture of what the information means and that's your overview.
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And depending on the task you summarize the main trends, differences or stages.
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Here we want to explain what we've learned about the users and their satisfaction with the center.
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And it's easy to underestimate this part.
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You might concentrate on getting every number right and every sentence right, but without a clear overview,
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you're still missing an important requirement for a high score.
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Let me show you what that is.
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It, or your answer, presents a clear overview.
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The data are appropriately categorized and the main trends or differences are identified.
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You see, you need that clear overview.
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And that comes from task achievement which assesses how well you answer the task.
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And it's one of four criteria examiners use and will look at the others as we write.
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So let's work out what our overview should say.
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First of all, look at the pie chart.
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Do you see how much of it are occupied by two younger age groups?
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Together they take up most of it, don't they?
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The older groups have much smaller shares, so we can already say that most users are younger adults.
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If we check the figures,
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we see that 42 % are aged 18 to 24 and another 27 % are aged 25 to 35.
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So, together, if we add the two numbers together,
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that's 69 % or over two -thirds of users under 35.
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Now, look at the table.
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We need to cover these two.
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And if you find tables a bit difficult to read, start with the headings.
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We have very satisfied, Fairly satisfied or like moderately reasonably satisfied and not satisfied, very unhappy.
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Look down the first column.
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In every row, the largest percentage is here and are very satisfied.
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Then we have another group who are fairly satisfied.
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So most people are satisfied.
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All the dissatisfied users are in the last column and the figures there range from zero,
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like zero unhappy customers, to 21%.
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So most people are satisfied with every aspect of the center, right?
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And now we can add the main differences.
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Staff receive particularly good ratings, 94 % are very satisfied.
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The most dissatisfaction is with changing facilities and the range of fitness classes.
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So we're interpreting the information here and that's something you should do.
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Saying that satisfaction is high is supported by our table.
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At the same time saying that the changing facilities are too small
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or maybe too dirty would be a guess
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because the table doesn't tell us why people are dissatisfied so don't add that extra information.
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Okay let's write our overview.
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Overall younger adults make up the majority of users
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and satisfaction with the center was generally high staff helpfulness received the highest ratings
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while changing facilities and the range of fitness classes attracted the most dissatisfaction.
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We already used while in the introduction, so here we could say whereas.
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Anyways, we've explained the overall picture and the main differences in two sentences.
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The individual percentages can come in the body paragraphs.
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And now you might think we just need to list those percentages and we're done.
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But how you select and present them matters to your score.
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So let me show you how to write a strong first body paragraph.
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Quite often I see answers where students try to report all the numbers without missing any information.
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And in this case, the body paragraph would sound like this.
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The percentage of users aged 18 to 24 was 42%.
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The percentage aged 25 to 34 was 27.
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Those aged 35 to 44 and so on.
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Every figure is correct, but we haven't explained what these numbers tell us.
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And this is a common mistake in Task 1.
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Reporting accurate figures matters, but you need to select and highlight the key features.
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For a band 8, you need to show that key features are skillfully selected and clearly presented,
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highlighted or illustrated.
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Let me show you what this means in simple terms.
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I call this approach describe then support.
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So you make a point about the information and then you use figures to support it.
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So my point is over two -thirds of users
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or the majority of users were under 35
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and now we support it with 18 to 24 year olds forming the largest group at 42%.
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Again, we don't just say 42%, we say this is the largest group.
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So, we immediately know that younger adults make up most of the users.
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We can compare that with the older groups.
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By comparison, people aged 35 to 44 accounted for 17%.
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Those aged 45 and over represented just 14 % together with the oldest group aged 55
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and over making up the smallest share at 6%.
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Notice what we've done with the last two groups.
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So 8 % and 6 % together make up 14%, so we've grouped them.
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And then we've pointed out that the oldest group is the smallest.
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We haven't reported every percentage separately, but the main differences are clear.
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And that's what I want you to practice.
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Decide what you want to tell the reader, then choose the figures that help you explain it.
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There is another requirement we can demonstrate in this paragraph.
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Your vocabulary.
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The resource is sufficient to allow some flexibility and precision.
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So that's a band 7 requirement.
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The examiner wants to see you can express your meaning accurately and use some variety.
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And in our answer, the expressions like forming the largest group, accounted for, represented, making up the smallest share,
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they all help us describe the proportions without repeating exactly the same wording in every sentence.
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So that's flexibility.
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But be careful about changing words.
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For example, in our task we're describing sports center users.
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Calling them athletes would change the meaning because we don't know if they're all athletes. Be careful.
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A more impressive sounding word can actually make your answer less accurate.
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If you've been watching the video so far thinking, I understand everything when I see it, but I'm not sure I could write like this myself.
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Well, this is a skill and you can learn it.
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I can walk you through every step.
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How to analyze each task.
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How to choose the key features.
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We used a simple plan and just a few questions to do that.
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And how to turn all this into a clear answer.
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In my IELTS academic pack we cover the whole process step by step, task by task, which isn't possible here on YouTube.
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And you can learn how to write answers that get a higher score.
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I'll link it below if you'd like to have a look.
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And right now we're not gonna look at the second body paragraph to save some time
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because I would really like to show you our next task, the maps.
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The way you approach this one is slightly different
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and I want to show you what to pay your attention to to get a high score.
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So we need to describe changes to a place
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and I'm going to show you some useful structures to help you with that.
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We have a college cafe.
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Before it was redesigned and how it looks now.
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And overall for our answer we can use the same structure.
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An introduction, an overview and two body paragraphs.
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There are different ways to organize those body paragraphs
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and to be honest any of them can work as long as your description is logical and easy to follow.
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In my answer I'm going to describe the original cafe in the first paragraph
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and then focus on the changes in the second
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and in this video i want to show you that second paragraph the changes
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so have a look at the maps can you see on the first one two staff dining rooms
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now one is a takeaway food area
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and the other is a coffee bar someone could write there is a takeaway food area
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and a coffee bar but that doesn't tell us what happened to the rooms
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that were there before
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so here is how we can show the change the two
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staff dining rooms have since been converted into a takeaway food area
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and a coffee bar converted into means changed for a different use.
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And we told the reader what was there before and what it has become.
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The sentence also gives us a useful grammatical structure.
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Let me show you our third assessment criterion, grammatical range and accuracy.
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It reads, a variety of complex structures is used with some flexibility
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and accuracy and this applies to every task one you need some variety in your sentences
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while keeping control of your grammar the rooms have been converted so we're using the passive voice
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that's present perfect passive we're interested in what happened to the rooms not in who carried out the work.
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The builders converted or have converted the rooms.
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The rooms have been converted.
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Now let's describe the next changes.
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The original serving area now provides hot meals, while a salad bar has been added along the left -hand wall.
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So we've connected two pieces of information to clauses with while so we have one complex sentence the first part describes
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what the serving area provides
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and the second describes a new addition remember the examiner assesses
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accuracy as well as range next recycling bins have replaced the original bin on the opposite side.
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And now two new doors lead to an outdoor sitting area with a barbecue at its left hand end.
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So we've described the changes and given enough information for the reader to locate them.
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And we have a mixture of sentence structures which is great for your grammatical range and accuracy score.
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Now let's look at the diagram.
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This time we're going to describe a process.
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And again there are a couple of features
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which are specific to this task
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and I'm going to show you what to pay your attention to to get a high score.
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Here is our task.
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This diagram shows how a rain shadow desert forms.
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If you haven't heard of this before, that's expected.
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You don't need any knowledge about the task, let's just follow the arrows together.
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The information is all there.
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So we start with winds coming from the sea, the air moves up the mountain, clouds form and rain falls.
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And then the air continues over the mountain and reaches the inland area where we see the desert.
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So no rain left.
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For my body paragraphs I'm going to divide the process into two parts.
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What happens before the peak and what happens after the peak.
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And that gives each paragraph a clear topic and helps the examiner follow the process.
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So let me show you the first paragraph.
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Remember, your complete answer needs to be at least 150 words.
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And that may be a bit of a difficulty with diagrams.
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If you just write short sentences describing the labels, your answer may be too short.
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You need to develop them into slightly longer, fuller sentences explaining how the stages connect.
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And this brings us to the fourth criterion, it's called coherence and cohesion.
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Basically, how logically your answer is organized and how easy it is to follow.
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And read this requirement.
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Information and ideas are logically organized and there is a clear progression throughout the response.
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So the examiner should be able to follow your description easily.
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And it starts with putting the information in the logical order.
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We do this by dividing the process into two parts and also by describing the stages in order.
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So let's connect the stages within our first paragraph.
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The process begins when winds carry moist air from the sea towards the coast.
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So, we've established where the process starts.
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The next stage.
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As this air reaches the mountain, it's forced upwards along the windward slope.
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And windward is the side facing the wind, as you can see on the image.
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And notice how this sentence connects to the previous one.
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This air.
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We know it's the moist air we've just mentioned.
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And it refers to the same air.
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These are references.
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These small connections help the writing flow.
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And you don't need to begin every sentence with first, next and then, which would be a bit too repetitive.
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Okay let's have a look at the next sentence.
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The rising air gradually cools and clouds begin to form above this side of the mountain.
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Ok, let's move on.
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Rain then falls from these clouds, so the air loses moisture before reaching the peak.
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So, then shows there is a next stage and we can actually put it inside the sentence.
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Rain then falls or we could say then rain falls
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and again we use these clouds and
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so to show the result that's how we link all our ideas our stages together
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and that's exactly what makes the description easy to follow
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and the examiner will be paying attention to
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that in the second body paragraph we would continue over the peak and describe what happens on the other side.
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All the assessment criteria we looked at today apply to every task 1 answer
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and in my IELTS academic pack you can learn how to meet each requirement and achieve a higher score.
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These are the courses that helped so many of our students get a 7
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or 7 .5 in writing and finally pass their test.
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Check them out, I'll link them below.
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And if you'd like to try a full lesson,
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watch this video on how to write a perfect introduction for every type of academic writing task 1.
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Thank you so much for watching me today.
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Good luck with your preparation and your exam.
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Vocabolario e note di pronuncia per questa lezione
Questa lezione di conversazione si basa sul video “2027 Guide to IELTS Academic Writing Task 1”. Le parole che ritornano più spesso: task, paragraph, answer, sentence, write. Questo video contiene 231 frasi e 2590 parole da ripetere con lo shadowing. Il parlato dura 21:46. Chi parla mantiene un ritmo costante di circa 119 parole al minuto, comodo per lo shadowing. Il 86% delle parole rientra nelle 3.000 più comuni dell’inglese; conviene studiare le altre prima di iniziare.
Vocaboli chiave di questo video
15 parole del video che vale la pena imparare, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| paragraph sostantivo | /ˈpæɹəɡɹæf/ | paragrafo |
| satisfy verbo | /ˈsætɪsfaɪ/ | soddisfare, accontentare |
| overview sostantivo | /ˈoʊ.vɚˌvjuː/ | visione d'insieme, resoconto |
| examiner sostantivo | /əɡˈzæmɪnɚ/ | esaminatore |
| percentage sostantivo | /pə(ɹ)ˈsɛntɪd͡ʒ/ | percentuale |
| convert verbo | /kənˈvɝt/ | convertire |
| chart sostantivo | /t͡ʃɑɹt/ | carta, carta nautica |
| requirement sostantivo | /ɹɪˈkwaɪɹmənt/ | requisito |
| cloud sostantivo | /ˈklaʊ̯d/ | nuvola, nube |
| connect verbo | /kəˈnɛkt/ | connettere, connettersi |
| reader sostantivo | /ˈɹi.dɚ/ | lettore, lettrice |
| accuracy sostantivo | /ˈæk.jɚ.ə.si/ | esattezza, precisione |
| satisfaction sostantivo | /sætɪsˈfækʃən/ | soddisfazione |
| diagram sostantivo | /ˈdaɪ.ə.ɡɹæm/ | diagramma |
| select verbo | /sɪˈlɛkt/ | scegliere, selezionare |
I phrasal verb che sentirai
| Parola | Pronuncia | Significato |
|---|---|---|
| make up verbo | /ˌmeɪk ˈʌp/ | comporsi |
| carry out verbo | /ˈkæ.ɹi aʊt/ | compiere, realizzare |
| point out verbo | additare | |
| take up verbo | sollevare, prendere |
Frasi da ripetere
Frasi brevi e complete del video che puoi riutilizzare nella conversazione di tutti i giorni:
- Together they take up most of it, don't they?
- Notice what we've done with the last two groups.
- This time we're going to describe a process.
- If you haven't heard of this before, that's expected.
- We know it's the moist air we've just mentioned.
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | I've taken · we've explained · we've learned |
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | are identified · are occupied · is supported |
| Frasi relative who / which + frase — un’informazione in più su una persona o una cosa | people who use · structures which is |
Pronuncia a cui fare attenzione
Chi parla usa 46 contrazioni e forme ridotte, come we've, don't, we're. Pronunciale nella forma breve, così come le senti.
- I suoni “sh” e “zh”: satisfaction /sætɪsˈfækʃən/, shadow /ˈʃædəʊ̯/, preparation /ˌpɹɛpəˈɹeɪʃ(ə)n/, sufficient /səˈfɪʃənt/, examination /ɪɡˌzæm.ɪˈneɪ.ʃən/
- Parole lunghe — attenzione all’accento: examiner /əɡˈzæmɪnɚ/, accuracy /ˈæk.jɚ.ə.si/, satisfaction /sætɪsˈfækʃən/, flexibility /ˌflɛksɪˈbɪlɪti/, difficulty /ˈdɪfɪkəlti/
I suoni difficili per chi parla italiano:
- /h/ — va soffiata, non è muta: highlight /ˈhaɪˌlaɪt/, unhappy /ʌnˈhæpi/, heading /ˈhɛdɪŋ/, whereas /(h)wɛɹˈæz/, coherence /koʊˈhɪɹ.ən(t)s/
- Consonante finale — senza aggiungere una vocale dopo: paragraph /ˈpæɹəɡɹæf/, percentage /pə(ɹ)ˈsɛntɪd͡ʒ/, convert /kənˈvɝt/, chart /t͡ʃɑɹt/, requirement /ɹɪˈkwaɪɹmənt/
- /æ/ — più aperta della “e”: paragraph /ˈpæɹəɡɹæf/, satisfy /ˈsætɪsfaɪ/, examiner /əɡˈzæmɪnɚ/, accuracy /ˈæk.jɚ.ə.si/, satisfaction /sætɪsˈfækʃən/
Come esercitarsi con questo video
- Ascolta tutto il video una volta senza parlare e annota le parole che non conosci.
- Fai shadowing frase per frase a velocità normale, ripetendo ognuna finché il tuo ritmo coincide con quello di chi parla.
- Registrati e confronta con l’originale, facendo attenzione a parole come paragraph, satisfy, overview.
Cos'è la tecnica dello Shadowing?
Shadowing è una tecnica di apprendimento delle lingue supportata da studi scientifici, originariamente sviluppata per la formazione dei traduttori professionisti e resa popolare dal poliglotta Dr. Alexander Arguelles. Il metodo è semplice ma potente: ascolti un audio in inglese di madrelingua e lo ripeti immediatamente ad alta voce — come un'ombra che segue il parlante con un ritardo di solo 1–2 secondi. A differenza dell'ascolto passivo o degli esercizi di grammatica, lo shadowing costringe il tuo cervello e i muscoli della bocca a elaborare e riprodurre simultaneamente i modelli di discorso reale. La ricerca dimostra che migliora significativamente la precisione della pronuncia, l'intonazione, il ritmo, il discorso connesso, la comprensione dell'ascolto e la fluidità del parlato — rendendolo uno dei metodi più efficaci per la preparazione alla prova di speaking dell'IELTS e per la comunicazione reale in inglese.