逻辑不太对，可以找三个女生下降的，两个上升的来写。因为男女比例增长都是相反的。
The bar charts compare the proportion of boy and girl top students in different courses in 1996 and 2000.
Girls seemed have the best performance in Languages , remaining the largest percentage in both two years , although they dropped 15% in 2000.A different pattern was shown in boys’ Languages grade , which remained unchanged with 15%.There is a sharp rise in boys’ Humanities grade , from around 20% to over 40% in 2000,making up the biggest proportion in boys.While the proportion in girls seemed to have a dramatic drop , from over 30% to 25%.
The figure for Maths in boys had declined to over 10 % in 2000,and there is a opposite change in girls , with the figure from 5%to 10%. The Science in boys shared same change with the math in boys, dropped from over 30% to below 20%.There was a slight increase for science in girls to over 10% in 2000.The percentage of Arts in girls shrank a little( 25% in 2000),while the figure in boys rose sharply to over 20%.
In conclusion, both girls and boys seemed good at Humanities . And girls did better in Arts and Languages than boys . However, boys had outstanding performance in both Science and Maths.
The bar charts show the changes in the percentages
of boys and girls gaining impressive grades in different
subjects in 1996 and 2000.
Humanities saw the biggest increase in the proportion
of high-achieving boys, with the figure nearly doubling to
43% or so. By comparison, the figure for girls dropped by
8% to 25%. Similar changes happened to the arts, in which
the percentage of boys who gained high scores increased
significantly to 21% and the figure for girls decreased
slightly to 25%. Languages were another course which
experienced a drop in the percentage of high-achieving
girls, down to 31%, and the proportion of high-achievers for
boys remained unchanged at about 21% in this course.
There were similar patterns in the performance in
science and maths for both genders. Around one third of
boys gained satisfying grades in these science courses
in 1996- -higher than the figures for other subjects- -but
only around 18% and 17% reached this level in 2000. In
contrast, the proportion of high-achieving girls in these two
courses increased to 11% and 15% respectively, although
these figures were still far lower than those for the other
three subjects.
Overall, there were clear gender differences in all
these five subjects: science subjects saw an improvement
in the performance of girls, while the arts and humanities
had a higher proportion of high-performing boys. In 2000,
boys outperformed girls in every subject except the arts.
