Cambridge IELTS 2 · Task 1: about 20 minutes, at least 150 words · Task 2: about 40 minutes, at least 250 words
You should spend about 20 minutes on this task.
The chart below shows the amount of leisure time enjoyed by men and women of different employment status.
Write a report for a university lecturer describing the information shown below.
You should write at least 150 words.

The chart shows the number of hours of leisure enjoyed by men and women in a typical week in 1998–9, according to gender and employment status.
Among those employed full-time, men on average had fifty hours of leisure, whereas women had approximately thirty-seven hours. There were no figures given for male part-time workers, but female part-timers had forty hours of leisure time, only slightly more than women in full-time employment, perhaps reflecting their work in the home.
In the unemployed and retired categories, leisure time showed an increase for both sexes, as might have been expected. Here too, men enjoyed more leisure time — over eighty hours, compared with seventy hours for women, perhaps once again reflecting the fact that women spend more time working in the home than men.
Lastly, housewives enjoyed approximately fifty-four hours of leisure, on average. There were no figures given for male housewives. Overall, the chart demonstrates that in the categories for which statistics on male leisure time were available, men enjoyed at least ten hours of extra leisure time.
Length: 175 words.
You should spend about 40 minutes on this task.
Present a written argument or case to an educated reader with no specialist knowledge of the following topic.
“Prevention is better than cure.” Out of a country’s health budget, a large proportion should be diverted from treatment to spending on health education and preventative measures.
To what extent do you agree or disagree with this statement?
You should write at least 250 words.
You should use your own ideas, knowledge and experience and support your arguments with examples and relevant evidence.
Of course it goes without saying that prevention is better than cure. That is why, in recent years, there has been a growing body of opinion in favour of putting more resources into health education and preventive measures. The argument is that ignorance of, for example, basic hygiene or the dangers of an unhealthy diet or lifestyle needs to be combatted by special nationwide publicity campaigns, as well as longer-term health education.
Obviously, there is a strong human argument for catching any medical condition as early as possible. There is also an economic argument for doing so. Statistics demonstrate the cost-effectiveness of treating a condition in the early stages, rather than delaying until more expensive and prolonged treatment is necessary. Then there are social or economic costs, perhaps in terms of loss of earnings for the family concerned or unemployed benefit paid by the state.
So far so good, but the difficulties start when we try to define what the 'proportion' of the budget should be, particularly if the funds will be 'diverted from treatment'. Decisions on exactly how much of the total health budget should be spent in this way are not a matter for the non-specialist, but should be made on the basis of an accepted health service model.
This is the point at which real problems occur — the formulation of the model. How do we accurately measure which health education campaigns are effective in both medical and financial terms? How do we agree about the medical efficacy of various screening programmes, for example, when the medical establishment itself does not agree? A very rigorous process of evaluation is called for, so that we can make informed decisions.
Length: 281 words.
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Two Academic Writing tasks with original source figures where applicable and device-local response saving.