WRITING TASK 1-FIRST LESSON

I. SOME NOTES FOR IELTS WRITING TASK 1

1. WRITE IN FORMAL STYLE

Study this example and find out unsuitable language for describing a graph.

According to the graphical data, we can discern that this thing shows some stuff about three footy clubs
– Dandenong, Geelong and Noble Park – over a year. Anyhow, Dandenong’s profit starts off at 44
thousand dollars. Meanwhile, we can see Dandenong’s profit shoots up a lot, to 63 thousand dollars in
the first quarter. Noble Park’s cash falls pretty much evenly the whole time. The profit went down from
53 thousand dollars . Geelong football club heads right up in the first quarter. Take a look at Dandenong
football club. Dandenong football club really increases, like a plane. Making a comparison of all data
generally shows that Dandenong increases throughout the next few quarters. Geelong football club
grows. Geelong falls. Noble Park football club falls. Dandenong ended up at 98 thousand dollars. You
can really notice this. All the figures indicate that Noble Park got to about 9 thousand dollars. Geelong
club does okay. It clearly shows by comparing all the figures that the profit for Geelong got to 61
thousand dollars. In conclusion, the profit for Noble Park football club goes down a lot. This’s really bad
since it’ll affect the people in the club. Some of them may lose their jobs and even their kids may suffer,
so you should support sporting club more.

TRY NOT TO USE:

 Informal words: a lot, okay
 General, common, or less defined words: thing, stuff
 Informal grammar: we, us, you, I, have got, pretty much, like (prep.)
 Spoken English phrases: anyhow, take a look at
 Multiple-word verbs: goes up, ends up
 Contractions: this’s, doesn’t

INFORMAL ENGLISH APPROPRIATE FORMAL NOTES

ENGLISH

Has got a big decline Experience a significant decline Single digit: write it out in full

Esp. at the end, especially E.g. 9-> nine

Just like Geelong in the third As does Geelong in the third But 10 (not single: write 10 is
quarter quarter OK)

You can see that it sinks like a Falls significantly 3%, $3 (combine with
rock symbols): OK

To about 9 To about nine/ less than ten/ just

under ten

pg. 1 IELTS MR. OKIE| Instructor: Ms. Zoe

 If the figures on the tasks are
decimals (2.4, 3.9): write any
single digits with ‘.0’

E.g. 3,6,4 as 3.0, 6.0, and 4.0

respectively

While Geelong is about 58 Almost sixty Avoid ADJECTIVES of

extreme quality (passion,
But take a look at Dandenong Regarding/ With regard to/ In
emotion): wonderful, horrible,
terms of …
fantastic, terrible.
It’s pretty much different all Completely different
over

It’s wonderful, actually, that’s It certainly achieves a positive

for sure profit (with …)

Obviously going up lots Clearly rising significantly DON’Ts: more and more, less
and less, and any ‘double’
And it increases more and more Also, it increases consistently
adjective phrases.
, and in the end it tops them all , ultimately achieving the DOs: increasingly,
highest profit over all. significantly, substantially,
remarkably, etc. (adv)

Increasing (a), decreasing (a)

E.g. Increasing amounts of

construction took place in the
East.

2. DO NOT GIVE OPINION (not using any words which assume, judge or explain)

E.g.1. This’s really bad since it’ll affect the people in the club. Some of them may lose their jobs and
even their kids may suffer, so you should support sporting club more.

E.g.2. First of all, Dandenong has mostly high profits. Moreover, Dandenong’s profits are far above the
other two clubs. On the other hand, Noble Park follows an approximately opposite path, falling fairly
evenly throughout the year, and so on. Secondly, I believe that Geelong performed fairly well because,
for example, it grows in the last quarter. In conclusion, Dandenong was by far the most successful club.

pg. 2 IELTS MR. OKIE| Instructor: Ms. Zoe

 Sentences expressing opinions Formal sentences

1. The profit for Noble Park is too low. 1. …………………………………………..

2. Gold is the most important export. 2. Gold is the biggest export.

3. The station is packed in the morning. 3. The station is busiest in the morning.

4. The city centre is very crowded. 4. The city center is the most ………………..

5. Local government did not want to develop the 5. Local government opted not to develop the
west. west.

6. The company preferred to hire men. 6. Men constitute the majority of the employees in
the company.

7. Young people were enthusiastic about the 7. Young people showed considerably more
cinema. interest in the cinema.

8. Solar energy will become the mainstream 8. The environmentally-friendly solar energy will
because it is environmentally friendly. (explain) become the mainstream.

9. Most people choose money as the most 9. Concordant with the materialistic ethos, most
important because we live in a materialistic people choose money.
society.

10. Gyms are more visited because people want 10. In keeping with a health-conscious age, gyms
to stay healthy. are more visited.

3. CUT THE FLUFF

E.g. From the information given in the chart, over the period as a whole, by and large, it can be clearly
seen that, more or less, there are substantial and significant changes. According to the chart, it can also
be seen that there are many variations in the figures.

DON’T WRITE FLUFF WITH MEMORIZATION AND MEANINGLESSNESS:

- From the chart, we can see that …

- According to the graphical data, we can discern that …
- It is very evident from the information supplied that …

OR UNTRUTHS AND DISHONESTY

1. Surprisingly, women do more dish washing than men.

2. In stark contrast, the profit increases slightly.

3. A glance at the chart shows that teacher’s numbers are higher.

pg. 3 IELTS MR. OKIE| Instructor: Ms. Zoe
4. It is crystal clear that the profits rose.

5. One of the first things that should be noted is that Dandenong is 50.

6. An interesting point that should be observed is that Dandenong is 50.

7. It is certainly worth mentioning that Dandenong is 50.

Practice: Cut the fluff in the example on Page 1.

4. ADVOIDING LISTING

E.g. Snazzle increases, Snitches also rises, Smoothlow grows, Sitboy shows a positive trend but
Sperlza decreases.

-> The profits for all chocolate bars apart from Sperlza increase.

5. ADVOID REPETITION

E.g. The profit was 50 thousand dollars. In the first quarter, it rose to 65 thousand dollars but then fell
to 20 thousand dollars. In the last two quarter, it gradually declined to five thousand dollars.

-> The profit was 50 (thousand dollars). In the first quarter, it rose to 65 but then fell to 20. In the last
two quarter, it gradually declined to five.

WORDS AND PHRASES FOR PARAPHRASING

Key noun Synonyms/ Paraphrasers

1 Area Region District

2 Company Organization Business/ Enterprise

3 Exports Products Commodities

4 Production Output Yield

5 Customers Client/ clientele People served

6 Electricity demand Power needs Energy consumed

7 Level of education Degree of study Scholastic achievement

8 International tourists Foreign travelers Those going abroad

9 Unemployment rate Degree of joblessness Those without jobs

10 Share (price) Value Worth

pg. 4 IELTS MR. OKIE| Instructor: Ms. Zoe

11 Tourist destinations Places of interest Favored locations

12 Transport Means of travel Methods of moving around

13 Firing of staff Dismissal Termination of employment

14 Hiring of staff Recruitment Finding of employees

15 Having children Producing offspring Procreation

16 Japan Developed country Asian nation

17 Petrol Fuel Source of power

18 Medical complaints Health issues Bodily ailments

19 Changing accommodation Moving one’s house Residential relocation

20 Leisure time Time off Spare time

21 Household goods Domestic appliances Machines for home use

22 A visit abroad An overseas travel A foreign journey

23 Imprisonment Incarceration Detention/ imprisonment

24 Reason for complaint Cause of grievance Sources of discontent

25 School subjects Academic areas Fields of study

26 The USA and Europe Both regions These two parts of the world

27 Management styles Ways of managing Method of handling staff

28 Study hours Time invested Hours absorbed

29 Migration Movement of population Relocation to another

countries

30 Chores Household tasks Domestic duties

31 Deaths/ fatalities Lethal events Untimely ends

32 Cars Automobiles These private vehicles

33 Universities Institutes Center of learning

34 Museums Places Recreational centers

pg. 5 IELTS MR. OKIE| Instructor: Ms. Zoe

35 Cinemas A form of entertainment

36 From X1 to X2 In/ During/ Over the period In the following/ next (X2-
from … to … X1) years

In the next decade (century/

half year/ quarter …)
In the period between … and
… In the second half …

In the last … years

pg. 6 IELTS MR. OKIE| Instructor: Ms. Zoe

III. GENERAL OUTLINE FOR A WRITING TASK 1 REPORT
A. INTRODUCTION
pg. 7 IELTS MR. OKIE| Instructor: Ms. Zoe
 Kind + verb + what + where + when (paraphrase from the question)
Kind: The given (pie/bar/line) + (chart/graph)
• Verbs: show/ describe / highlight /represent/ illustrate/ reveal/ indicate/ display/ demonstrate/ give
information about/ provide the proportion of ...
B. BODY
1. Overview

- From an overall perspective, / From a general perspective,/ From a general view,

- In general, / Generally, / On the whole, [the trend is not totally clear]/ Overall, ….

- Over the whole period, [trends are consistent throughout the time period]

2. Details:

- As regards the first,/ As can be seen from the chart,./ It is clear from the chart that ...

- Similarly, / Likewise,

- In contrast, / By contrast, / Meanwhile, / However,/ In the meantime,

- In terms of ..., / As for ..., / With regard to ..., / With respect to..., / Regarding... / When it comes to
N, / Considering... / Moving onto ..., / Comparing this to ..., / Turning to ..., S V (chuyển ý)

C. CONCLUSION (optional)

Paraphrase the overview

pg. 8 IELTS MR. OKIE| Instructor: Ms. Zoe

IV. LANGUAGE AND STRUCTURES USED TO DESCRIBE TREND
a. Verb + adverb

Subject Verb Adverb Time

suddenly

rapidly
increased
quickly
jumped
dramatically
rose
significantly
grew
sharply
went up
steeply
climbed
The number of steadily from (June) to (December)
decreased
(cars) consistently between (June) and (December)
dropped
smoothly
fell
continually
reduced
stably
went down
gradually
fluctuated
slowly
varied
slightly

marginally

b. Adjective + noun

Subject Adjective Noun Time

sudden increase
in the
from (June) to (December)
There was rapid jump number of
a (very) (cars) between (June) and
dramatic rise
(December)
significant growth
pg. 9 IELTS MR. OKIE| Instructor: Ms. Zoe
 sharp decrease proportion/
percentage
steep drop
amount
large fall

marked decline

steady reduction

gradual fluctuation

slow variation

small

slight

c. Describe small changes or no changes

remained from (June) to (December).

The number of (cars steady/stable
sold) between (June) and (December).
stayed the same

little
change in the number of (cars
There was hardly any
sold)
no

d. Describe the highest and lowest points

peaked

The monthly profit reached a peak/a high

point of … in (December).
The figures
bottomed out at 20%.
The situation
reached a bottom/a low
point of …

pg. 10 IELTS MR. OKIE| Instructor: Ms.

Zoe
 pg. 11 IELTS MR. OKIE| Instructor: Ms.
Zoe
Overall about IELTS writing task 1
Test format
You will have to look at a diagram, a table or a short piece of text and then present the information
in your own words.

Your writing will be assessed on your ability to:

- Organise, present and compare data;

- Describe the stages of a process;
- Describe an object or event; and
- Explain how something works.

You will also be judged on your ability to:

- Answer the question without straying from the topic;

- Write in a way which allows your reader to follow your ideas;
- Use English grammar and syntax accurately; and
- Use appropriate language in terms of register, style and content.

Marking criteria
1. Task Response: how accurately the task is addressed.
2. Coherence and Cohesion: how organized the writing is.
3. Lexical Resource: how large the stock of vocabulary is.
4. Grammatical Range and Accuracy: how varied and accurate his/her grammar is.

Types of charts
Overall, candidates will be asked to describe some information presented in a visual format such as
pie charts, bar charts, tables, line graphs, etc.

Pie chart

1
Bar chart

Line graph

2
Table

From the visual information above, you can see that pie charts and table normally show
percentage/proportion, which can be measured in percentages or fractions. On the other hand, bar
charts and line graphs generally show different quantities or changes over a period of time.

The structure of a report

The information given in a visual format must be presented accurately and coherently (the
paragraphs should be linked by sentences that are logically connected with one another). Especially,
the organization is of logical paragraphing with an introductory paragraph body paragraphs, and a
concluding paragraph.

Your report passage should consist of 3 parts:

1. Introduction: 1 paragraph (1-2 sentences). The introductory sentence(s) explain(s) what you
are describing.
2. Body: 2-4 paragraphs. When discussing the date presented in the task, identify significant
trends and give examples that relate directly to the given information to support your
statements. If you are explaining a process or an object and how it works, you need to group
your information so that it follows a definite logical order. Rember that the use of verbs
expressed in the present (present simple or present perfect) passive voice is often
appropriate when giving a description of a process or procedure. The secret here is to select
what is important, organize it, and compare and/or contrast.
3. Conclusion: 1 paragraph (1-2 sentences). The conclusion should sum up the global trends
shown on the figure and compare them if possible.

Commonly-written expressions
Introduction
The introduction should describe the purpose of the chart and say what overall trends can be seen.
Note that you should not copy the exact words given in the instructions. Below are some commonly-
writeen expressions:

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 Subject Main verb Object/Noun clause
shows
indicates
illustrates
chart
describes
graph
gives the number of ...
table
presents the proportion of ...
diagram
The information on ...
show data on ...
figures
indicate that ...
statistics
illustrate
describe
give
present

Body
1. The body should point out the source of information. The expressions below may be used:

table/chart,
According to the
diagram,
As (is) shown in the
graph,
As can be seen from the
figures,
table/chart
It can be seen
diagram
We can see from the
graph
It is clear/apparent
figures

2. The following sentences may be used to describe or compare data:

- In relation to ...
- Compared with ...
- Twice as high/large/many as ...
- Three times as high/large/many as ...
- Double/treble/half the percentage/number of ...

3. When describing graphs, you have to examine whether there is an obvious trend, it is
important to mention this; or look for obvious differences such as the largest, the smallest.
When describing a graph of this type, you should state what the overall trend is (upwards,
downwards or unchanging), and mention the initial an final figures. You should also mention
the lowest and highest points reached.
You will not normally see a graph with a straight line, most will fluctuate in some way or
another. Once you have identified a trend, point out the exceptions.
You may use the following sentence patterns:

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 a. Verb + adverb

Subject Verb Adverb Time

suddenly
increased rapidly
jumped quickly
rose dramatically
grew significantly
went up sharply
climbed steeply
from (June) to (December)
The number of (cars) decreased steadily
between (June) and (December)
dropped consistently
fell smoothly
reduced continually
went down stably
fluctuated gradually
varied slowly
slightly

b. Adjective + noun

Subject Adjective Noun Time

sudden
increase
rapid
jump
dramatic
rise
significant
growth
sharp
decrease
steep
There was a drop in the number from (June) to (December)
large
(very) fall of (cars) between (June) and (December)
marked
decline
steady
reduction
gradual
fluctuation
slow
variation
small
slight

c. Describe small changes or no changes

remained steady/stable from (June) to (December).

The number of (cars sold)
stayed the same between (June) and (December).
little
There was hardly any change in the number of (cars sold)
no

d. Describe the highest and lowest points

peaked
The monthly profit
reached a peak/a high point in (December).
The figures
bottomed out at 20%.
The situation
reached a bottom/a low point

5
 Conclusion
Connectors to signal conclusion Content
In summary, Express the main point of the illustration again in your own
To sum up, words.
In short,
In conclusion, Say something new that does not extend too far beyond what
To conclude, the illustration shows. You can mention future implications or
On the whole, draw a conclusion.
Altogether,

Therefore,
concluded
Thus,
it can/may be deduced
On this basis,
inferred
Given this,

seen
table,
concluded
figures,
shown
From the data, it can/may be
estimated
results,
calculated
information,
inferred

Skills for writing

Important steps
Step 1: Preparation (about 3 minutes)

You need to spend 2-3 minutes working out exactly what you are going to do. You should bear the
following points in mind:

1. Study the question carefully. Most Tasks 1 involve writing a report which describes the visual
information given. You shld not the instructions with a highlighting pen.
2. Think carefully about the title. Outline some pertinent points.
3. Note the times given for correct use of tenses.
4. Ensure that your ideas are arranged logically including appropriate connectors.

You should spend about 20 minutes on this task.

It is often claimed that women have achieved greater freedom and have access to the same
opportunities as men. The pie charts below show some employment patterns in Great Britain. Write
a report for university lecturer describing information in the charts below. You should write at least
150 word.

6
Analysis:
Time: Not given – present simple tense
Subject: Employment
Trends: More men than women engaged in managerial and professional, craft; fewer men in clerical
work; same number for men and women in other manual work.
Details: Non-manual section: more women in clerical; more men in managerial and professional; the
same in other work
Manual section: men in most craft and general labour; the same in other work
Step 2: Writing (about 15 minutes)
When writing a Task 1 report passage, include:
- An introduction (1-2 sentences)
- Body paragraphs (2-4 paragraphs)
- A conclusion (optional)
While you are writing, keep the following guides in mind:
1. Introduction:
The introductory sentence(s) explain(s) what you are describing, for example:
The table compares the population growth and interstate migration in each Australian
state for 12 months to the end of 1994.
The graph shows the growth of computers in Australia between 1975 and 1995.
The pie chart represents the proportion of gases contained in natural gas.

7
 2. Body:
Each body paragraph must contain the following points:
- Complete sentences are used in describing the given information.
- When discussing the data presented in the task, identify significant trends and give examples
that relate directly to the given information to support your statements.
- The use of verbs expressed in the present passive voice is often appropriate when giving a
description of a process or procedure. Also, add transition devices appropriately.
The body paragraphs for the above task may be written as follows:
In the non-manual occupations, while a greater percentage of working women than men
are found in clerical-type positions, there is smaller percentage of women than men
employed in managerial and professional positions. The percentage of men employed in
other non-manual occupations is slightly larger than the percentage of women in these
occupations.
In manual employment, the biggest difference between the two sexes is in the
employment of craft workers, where males make up 21% of the workforce and female just
4.5%. Furthermore, the percentage of women working as general labourers is small, only
11%. There is not a great deal of difference between the percentage of men doing other
forms of manual work (28%) and women in other manual work (32%).
3. Conclusion:
A simple concluding statement may include any of the following where relevent:
- Significant comments
- An overall summary of the key point(s)
The concluding sentence for the above task may be written as follows:
In conclusion, the two charts clearly show that women do not have the same access as
men to certain types of employment.
Step 3: Editing (about 2 minutes)
Make sure that you have followed the instructions carefully. Be sure that you have written what you
intended and that no important ideas are missing.
In the last few minutes, check for obvious errors such as spelling and grammatical errors.

8
Several words that should not be used in IELTS writing

1. MOREOVER, DEMERITS, HENCE / THUSLY

I ban my students from using certain words in the IELTS test. The easiest way for me to
explain why I ban these words is that most native speakers wouldn't use them if they were
doing the test. Here are a few of my least favourites:
Moreover - Native speakers hardly ever use this word, and students tend to use it wrongly.
Just use 'furthermore' or 'also'.
Demerits - It's ok to talk about the 'merits' of something, but the word 'demerits' seems
unnatural. Just use 'disadvantages' or 'drawbacks'.
Hence / Thusly - These words sound too formal and old-fashioned. Just use 'therefore' or 'as
a result'.
(ielts-simon.com. Giám khảo Simon)

2. IN A NUTSHELL, IN SUMMARY OR TO SUMMARISE

You need to send a SIGNAL to the examiner that you are making the conclusion to your
essay. I like the phrase in conclusion best. I suggest you just use this as it can be used for ALL
THREE types of essays. The more you can avoid the need to have to remember and correctly
apply different phrases for each type of essay the better. I really hate in a nutshell. I think
other people may hate this, so I don’t recommend it. It is not impressive; I feel it is a cliché,
or an overused phrase. I also don’t feel it is formal. If you say in summary or to summarise
my main points you will have to not use these phrases with certain types of essays. For
instance, with a both sides and opinion essay you are not really summarising your main
points in the final paragraph, you are giving your own opinion.
(IELTSanswers.com- Giám khảo Mike)

3. CANNOT BE DENIED
Avoid words like "Cannot be denied" in an academic writing
In the academic world nothing is undeniable. Of course it can be denied… People deny that
there is gravity…. People deny that the world is older than 10,000 years [many Christians]….
Aboriginal Australians believe that they were born out of the earth… And deny the whole
concept of evolution.
(IELTSanswers.com- Giám khảo Mike)

9
4. ALL THINGS CONSIDERED, TO SUM UP, IN SUMMARY, TO SUMMARIZE, IN SHORT, IN A
NUTSHELL,TO PUT IT IN A NUTSHELL
When writing a conclusion for task 2, I always start with the words "In conclusion". There's
no reason why you should learn any alternatives.
Here are some phrases that I would not use:
All things considered
To sum up
In summary
To summarize
In short
In a nutshell
To put it in a nutshell
Note:
Phrases 1 to 5 are acceptable, but I still wouldn't use them myself.
Don't use any phrase containing the word "nutshell". 6 and 7 are not appropriate for an
academic essay.
(ielts-simon.com. Giám khảo Simon)

5. STRIKINGLY (IELTS WRITING TASK 1)

Using the word „strikingly‟ can be seen as a personal opinion and not gained by looking at
the chart. This can lower Task Response.
(IELTSanswers.com- Giám khảo Mike)

6. NOWADAYS, RESEARCH HAS SHOWN THAT, RECENT SURVEYS SHOW THAT, FACTS
SHOW THAT. SAY, THINK,
Những từ này thì phổ biến.
Những từ này đa phần các giám khảo đều khuyên không nên dùng khi thi IELTS Writing. Tất
nhiên, cũng có giám khảo thấy không sao. Nếu là mình, mình sẽ không dùng những từ trên
để tránh rủi ro và đạt điểm tốt nhất.

10
Some words used to paraphrase
1. graph = line graph
2. chart = bar chart/ pie chart/table/flow chart
3. shows = illustrates (or 'compares' if the graph is comparing)
4. proportion = percentage
5. give information about = show data about
6. the number of = the figure for
7. the proportion of = the figure for
8. people in the USA = Americans
9. from 1999 to 2009 = between 1999 and 2009
10. from 1999 to 2009 = over a period of 10 years/over a 10 year-period
11. how to produce = the process of producing
12. in three countries = in the UK, France and Spain (i.e. name the countries)
13. increased = rose / saw an increase / there was a rise
14. graph = line graph
15. trends in = changes in
16. US consumption = consumption in the United States
17. chart = flow chart (also: bar chart, pie chart, table)
18. the diagram = the figure
19. to produce forecasts = to forecast
20. the total number = the overall number
21. various mobile phone features = different functions of mobile phones
22. maps show = diagrams illustrate
23. an island before and after = some changes to an island
24. in 1999 = in the year 1999
25. the proportion of different categories of families living in poverty = the poverty rates
among six types of household
26. in 1980 and 2000 = over two separate years/figures are given for 1980 and 2000/in two
different years

11
Line graph
Line graph is used to describe change (go up, go down, or fluctuate) of a phenomenon over the time.

You should spend about 20 minutes on this task.

The graph below compares changes in the birth rates of China and the USA between 1920 and 2000.

Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.

Write at least 150 words.

Birth Rates in China and the USA

China: Đỏ - USA: Xanh

Introduction
The introductory sentence will be the paraphrase of the question, which should include:

 What
 When

12
  Where

Question The graph below compares changes in the birth rates of China and the USA
between 1920 and 2000.
Intrductory A glance at the graph provided reveals some striking similarities between the
sentence Chinese and US birth rates during the period from 1920 to 2000.

General comment
- Look at the general picture of the graph to see the trend in all lines during the time period
provided (starting time to ending time). Identify the general trend for all lines (up or down).
- Don’t need to state specific figures in the general comment. The focus should be put on the
general features such as “overall trend”, “the highest/lowest point”.

General It is evident that both nations saw considerable fluctuations in fertility, with lows
comment during the 1940s and highs during the 1950s.

Body
How to analyse the lines in line graph
- Identify each stage in which all lines have the same trends such as go up, go down, or
fluctuate.
- 3 to 4 divisions should be enough, avoid too many divisions.

Vocabulary to describe
Noun Verb
A rise To rise
An increase To increase
A growth To grow
To go up
A soar To soar
A surge To surge

A peak To peak
An improvement To improve
A recovery To recover
A fall To fall
A decrease To decrease
A decline To decline
A reduction To reduce
To go down
A dip To dive
A plunge To plunge
A plummet To plummet
A fluctuation To fluctuate
A variation To vary

A plateau: a word to to describe To level off

something stays at the same To level out
level, after increase

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Grammar
- Past Simple Tense: Describe past events
- Future Simple Tense: Describe prediction of trends in the future
 Stucture 1:
Predictions/Expectations/Anticipations/Forecasts/Estimates/Evaluations/Calculations +
show/reveal/indicate + (that) it will drop dramatically
 Structure 2:
It is + predicted/expected/anticipated/forecast/estimated/evaluated/calculated + that
the number of cars will drop dramatically
 Structure 3:
The number of cars is +
predicted/expected/anticipated/forecast/estimated/evaluated/calculated + to drop
dramatically

Structure
Subject Verb Adverb Time
suddenly
increased rapidly
jumped quickly
rose dramatically
grew significantly
went up sharply
climbed steeply
from (June) to (December)
The number of (cars) decreased steadily
between (June) and (December)
dropped consistently
fell smoothly
reduced continually
went down stably
fluctuated gradually
varied slowly
slightly

Subject Adjective Noun Time

sudden
increase
rapid
jump
dramatic
rise
significant
growth
sharp
decrease
steep
There was a drop in the number from (June) to (December)
large
(very) fall of (cars) between (June) and (December)
marked
decline
steady
reduction
gradual
fluctuation
slow
variation
small
slight

14
Linking words
The first event The next event The last event
In the first year/month, Afterwards, Finally,
In 1999/January, Then/Next, Ultimately,
In the first year, 1999, ....after which...
At/In the beginning, ...following which...
At first, ...until...after which...

Application into the above topic

Analyse the lines

For the USA:

- 1920 – 1940: continually fluctuated

- 1940 – 1945: decreased significantly
- 1945 – 1950: increased suddenly
- 1950 – 2000: went down steadly

For China:

- 1920 – 1935: fluctuated constantly

- 1935 – 1940: plummeted
- 1945 – 1950: reached a peak
- 1950 – 2000: plunged until 1955, followed by a steady decrease

15
Increasing from approximately 10 percent in 1920 to 15 percent in 1935, China’s birth rate then
plunged to a low of just 5 percent in the 1940s. This was followed by a period of exponential growth,
with fertility in the country reaching a peak of 20 percent in 1950. The latter half of the century,
however, brought a sustained decline in this figure.

The US birth rate, meanwhile, fluctuated at somewhere between 11 and 13 percent prior to 1940,
before dropping sharply to less than 5 percent in 1945. The following 5 years saw a rapid climb in
this rate, to somewhere in the vicinity of 15 percent in 1950, followed by a steady fall to
approximately 7 percent in 2000.

Conclusion
In conclusion, it can be identified that the fertility rates in both China and the USA fluctuated
considerably during the period 1920 to 2000, with a peak in 1950 for both countries.

16
A – TASK 1
1. In general

You can try using different subjects to make your writing more flexible. For example,
instead of saying “the number of people who learn English increased in 1950s”, you can say
that “in the 1950s, more people tended to learn English than in the past.”

It is very important to note that the words and expressions below are not lists of synonyms.
A few examples are given here, but look for these expressions when you are reading, to see
how they are used. To take just one example: made = produced sometimes, but not all the
time. We can say that Rice is produced in India, but we cannot say that Rice is made in
India. In other words, always notice how and when words and expressions can be used.

You should also note that you can repeat key words from the task 1 diagram in your
report, but try to avoid doing this too often. If you study the vocabulary, you will be able
to make the vocabulary and structure of your reports more varied.

- Subject refers to figures – Verb refers to increases/ decreases

+ The number of/ The figure for/ The proportion of/ The percentage of people who … (relative
clause)

+ The number of/ The figure for people + V-ing/ (reduced relative clause)

+ There was an increase/ rise/ growth….in the number of… noun + V-ing or V-ed

+ There was a decrease/ drop/ fall/ decline…in the number of…noun +V-ing or V-ed

Example:

+ In 1999, the proportion of people using the Internet in the USA was about 20%.

+ There has been an increase in the cost of coffee.

+ The number of people going to college rose to 5 million.

+ The proportion of people shopping at Wal Mart was 5%.

+ The figure for people who like to go to Mexico in the summer increased last year.

+ There was a rise in the percentage of children born by C-section.

+ There has been a growth in the number of countries affected by drought this year.
+ There was a decrease in the number of hospitals.

- Subject refers to the chart

+ The chart/ graph/ illustration/ map/ table…shows/ illustrates/ gives information about/ provides
information about/ compares…

Example: The chart shows a change in the percentageof international students among university
graduates in different Canadian provinces between 2001 and 2006.

- Subject refers to what is shown in the chart

+ People tend to + V

+ X is the most popular ….

+ Company A reduced its waste production

+ The …(noun: consumption, spending…) is highest

+ People show their preference for…

+ People have a tendency to do sth

Example:

+ In 2005, Internet usage in both the USA and Canada rose to around 70% of the population,
while the figure for Mexico reached just over 25%.

+ People in Britain spent just over £170,000 on photographic film, which is the highest figure
shown on the chart. By contrast, Germans were the lowest overall spenders, with roughly the
same figures (just under £150,000) for each of the six products.

+ Corn was the most popular food in Texas during the 60s.

+ The consumption of chocolate in the Middle East was higher than in India.

+ During the 1950s, the consumption of alcohol was highest in the USA, followed by Russia
and Germany.

+ People showed their preference for travelling to work by car, rather than by bus or train.

+ People have a tendency to shop in their neighborhood, which often benefits the local grocery
stores more than it does supermarkets.
2. Particular words

- A period of time

+ during the period between X and Y

+ between X and Y

+ from X to Y

+ during the 1950s

+ within five fears from X to Y

+ over the period from X to Y

+ over a period of 17 years

+ during the researched/ observed period

+ at the beginning/ end of the period shown

Example:

+ In contrast, the divorce rate peaked in 1980, at nearly 1.5 million divorces, before falling
(back) to 1 million at the end of the period.

+ The bar chart compares the cost of an average house in five major cities over a period of 13
years from 1989.

+ London experienced by far the greatest changes in house prices over the 13-year period.

+ The First World War took place between 1914 and 1918.

+ During the 1950s, the US economy quickly developed, making it the biggest economy in the
world.

+ Within 6 years from 1920 to 1926, hundreds of factories were established.

+ Many schools were founded over a period of 25 years from 1900 to 1925.

During the period shown in the graph, the quantity of ice cream consumed in Italy fell by about
25%.

- Age group
+ between X and Y years old

+ X - to Y-year-olds

+ X - to Y-year-old students

+ people (who are) aged X to Y.

+ people who fall into the X to Y age group

+ people who belong to the X to Y age group

+ in their forties (40 – 49 years old)

- Old people: the elderly = elderly people = senior citizens

- Young people: the young = teenagers = youngsters

- Middle aged people = people aged 40 to 60

- People in early adulhood = people who fall into 20 to 40 age group

Example:

+ 12% of those aged between 14 and 16 years old were current smokers.

+ There was a fall in the number of 16-19 year olds studying in higher education in Greece.

+ The majority of students aged 16 to 18 were doing vocational courses.

+ People in their forties went to the cinema more frequently than elderly people.

+ While 60% of people who fell into the 30-50 age group owned at least one car, this proportion
fell to 40% among those who belonged to the 50-60 age group.

+ The period between 1980 and 1990 saw a dramatic increase in the number of youngsters and
people in early adulthood who had motorbikes.

- Spending

+ Noun: Spending = expenditure/ spender = consumer

+ Verb (active form): spend = use one’s money

+ Verb (passive form): be spent on = be allocated for = be used for = be expended = be paid out
for
Example:

+ Around $800 per person was spent on IELTS books by Vietnamese consumers in 2017.

+ Germans were the lowest overall spenders, with roughly the same figures (just under
£150,000) for each of the six products.

+ Spending on IELTS books increased dramatically to $800 in 2017.

+ Among US consumers, in 1990 $1 billion was spent on clothes, while the expenditure on
holidays was almost double this figure.

+ Almost half of government spending was allocated for health and education.

- Consumption

+ Noun: X consumption = X use/ the amount of X used/ consumed

+ Verb: consume = use

Example:

+ The charts compare the amount of water used for agriculture, industry and homes around the
world, and water use in Brazil and the Democratic Republic of Congo.

+ We can also see that water consumption was considerably higher in Brazil than in the Congo.

+ The amount/The quantity of ice cream consumed fell from 5000 litres in 2004 to 3750 litres in
2007.

- Internet usage

+ Noun: Internet usage

+ the population who used the Internet = people who used the Internet = people using the
Internet = people who had access to the Internet = people accessing the Internet = Internet users

+ Verb: use = access = connected to

Example: :

+ Almost 100% of Canadians used the Internet, compared to about 80% of Americans and only
40% of Mexicans.
+ Overall, a much larger percentage of Canadians and Americans had access to the Internet in
comparison with Mexicans, and Canada experienced the fastest growth in Internet usage.

+ 50% of people using the Internet in the US are teenagers.

+ The number of Internet users rose sharply in Vietnam after 2002.

+ China witnessed an incredible growth in Internet usage over a period of 10 years.

+ The chart shows that in 2002, 50 million people had access to the Internet in Russia, compared
with 70 million ten years later.
Dùng giới từ chính xác

Khi mô tả số liệu và các đặc điểm, các giới từ như “to, by, with và at” có vai trò rất
quan trọng trong câu. Dưới đây là một vài ví dụ bạn có thể tham khảo nhé:

1. Dùng giới từ “to” khi mô tả sự thay đổi đến mức nào đó

In 2008, the rate of unemployment rose to 10%.

2. Dùng giới từ “by” khi mô tả sự thay đổi một khoảng nào đó

In 2009, the rate of unemployment fell by 2% (from 10% to 8%).

3. Dùng giời từ “with” để nói về phần trăm, số lượng chiếm được

He won the election with 52% of the vote.

4. Dùng giới từ “at” để thêm con số vào cuối câu

Unemployment reached its highest level in 2008, at 10%.

Bài tập:
Hoàn thành các câu sau sử dụng giới từ phù hợp

for at on to in by from between

of up down with and during

1. ……… 1990 ……… 2000, there was a drop ……… 15%.

2. GM car sales peaked ……… 2,000 in 1999.
3. The chart shows a decline ……… 35% ……… the bird population.
4. There has been a significant increase ……… the number of people aged over eighty.
5. There have been dramatic cuts ……… the level of spending on the elderly, reaching
a low …… 11%.
6. Profits rose ……… a low of 4.5 million to a high of 8 million in 2008.
7. Canada and Australia’s wheat exports fluctuated ……… 5 million and 6
million respectively.
8. There were significant improvements ……… healthcare ……… 1980.
9. The statistics show a reduction ……… 20% ……… energy costs as a result ………
the measures.
10. Profits fell ……… 10%, from 2,000 to 1,800 in 1970s.
11. The radio station experienced a fall ……… 36,000 listeners to a total audience ………
2.1 million.
12. The number of students fell ……… a low of 1,500 in the second half of the year.
13. Cases of AIDS shot ……… from 2,400 in 1996 to 4,000 in 2004.
14. Demand reached a peak ……… 45,000 in early March.
15. The number of cars sold remained unchanged in 1999 ……… three million.
16. Students do between three ……… four hours homework a night.
17. The number of accidents ……… 1999 was slightly higher than that of 2000.
18. The figure rose steadily ……… the four years between 1997 ……… 2001.
19. Oil production rose dramatically at first but then leveled out ……… $70 a barrel.
20. There was an increase ……… 50,000 between 1990 and 1992.
21.……… 1994 ……… 1997, sales rose steadily ……… over 20,000.
22. DVD sales peaked ……… 60,000 ……… 1992 but then decreased ……… about 10,000
over the next two years.
23. In the year 2000, sales started ……… 10,000. In the first month, there was a rise ………
around 2,000.
24. After some fluctuations, sales in 2000 reached their peak ……… just over 15,000, a rise
……… 5,000 since the beginning of the year. Sales increased ……… over 10,000
between 1994 and 1997, but then dropped ……… more than 10,000 …………… 1997
and 1999.
25. In 2008, the rate of unemployment rose …… 10%.
26. In 2008, the rate of unemployment rose …… 10%, from 2,000 to 2,200 cases. 27.There
was a slight rise …… the number of men employed.
28. Experts expect there to be a fall …… approximately 30% over the next decade.
29.The introduction ……… DVDs led to a decline ……… 20% ……… video sales.
30. The figures show a drop ……… 5% ……… student numbers.
31. The health service program spent a total ……… $2.5 billion on staffing …… April 2002.
32. The survey hopes to track trends ……… consumer spending.
33. In 2009, the rate of unemployment fell ……… 2% (from 10% to 8%).
34. He won the election ……… 52% of the vote.
35. Unemployment reached its highest level ……… the year 2008 ……… 10%.
36.……… 2002, the cost of an average house in the UK was around £130,000. ……… 2007,
the average house price had risen ……… almost £190,000, but it fell back ……… just
under £150,000 ……… 2008.
37. Japan ……… two gold medals and a silver one stood ahead of the US ……… one
gold and one bronze medal ……… 1968.
Một số cấu trúc nên dùng khi đưa ra dự đoán về tương lai:
+ Cấu trúc 1:
[Predictions/ Expectations/ Anticipations/ Forecasts/ Estimates/ Evaluations/ Calculations] + [show/ reveal/
indicate] + (that) it will drop dramatically.
+ Cấu trúc 2:
It is + [predicted/ expected/ anticipated/ forecast/ estimated/ evaluated/ calculated] + that the number of cars
will drop dramatically.
+ Cấu trúc 3:
The number of cars are + [predicted/ expected/ anticipated/ forecast/ estimated/ evaluated/ calculated] to drop
dramatically.

Những từ ngữ mô tả xu hướng tăng giảm

Từ vựng mô tả tốc độ hay mức độ của sự thay đổ

 Cấu trúc miêu tả sự thay đổi
 There+ be+ a/an + Adj + N + in + “what” + complement+ Time period
Ex: There is a dramatic increase in the proportions of urban population in all 4 countries surveyed during the
period shown
S + experienced/ saw/ witnessed + a/an + Adj + N + Number+ Time period
 A/an + Adj + N + Number + was seen/witnessed + in + S + Time period
 Time period + witnessed/saw/experienced + a/an +Adj + N + in + Noun phrase
Một vài cấu trúc khác:
 Before/After + V_ing, S+V+adv
 There was a/an + adj + N1, followed by + a/an +adj+ N2
 Starting / Standing at + số liệu + năm, S+ V +adv
 S + V +adv, Ving, and then V
 While S + V, S+ V
 Cụm "for most of the period" (dùng cho phần lớn quãng thời gian của biểu đồ (>80%))
 S+ V, which was followed by ...
 S+V, but later+ V
 S+V beforeV-ing
 CÁC CẤU TRÚC LẬP LUẬN WRITING TASK 1
ORIGINAL SENTENCE PARAPHRASED SENTENCE NOTE
OPENING (1 sentence)
1. The graph = the line/bar/pie graph
2. Gives = illustrates/ demonstrates/ indicates
3. Information = the proportion of (%, numbers)/ the
The graph below gives
(1) The line graph (2) illustrates (3) the proportion of number of (countable nouns)/ the amount of
information about car
(4) households using cars in the UK (5) during 1971 (uncountable nouns)/ the percentage of (%)
ownership in Britain from
and 2007. 4. Car ownership = household using cars/ people who
1971 to 2007.
used cars/ people using cars
5. 1971 and 2007 = during 1971 and 2007/ over a period
of 36 years/ over a 36-year period
1. As explained
2. As explained
The graph below shows 3. As explained
the unemployment figures (1)The line graph (2) demonstrates (3) percentages of 4. Unemployment figures = unemployed women
amongst women of (4) unemployed women in (5) 8 age groups. 5. Different age groups = 8 age groups
different age groups. *age group = 20-year-old (group) = (the) group of age 20 =
the age group of 20

OVERVIEW (1-2 sentences)

Overall, car ownership in the UK increased during the 1. Overall/ it can be clearly seen that … từ nối vào
given period. While the percentage of households overview
with two cars increased, there was a decrease in the 2. While/whereas cấu trúc câu so sánh
proportion of families without any cars. 3. Cấu trúc There was an increase/decline in ….

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 It can be clearly seen that age groups of 18 and of 45
So sánh hơn nhất the highest unemployment rate
have the highest unemployment rate.
1. Overall từ nối
2. Is predicted to/ is anticipated to/ is expected to để chỉ
Overall, from 2015, oil consumption in Western
số liệu sẽ có trong tương lai
Europe/Japan and also in the US is predicted to
3. In contrast to + Noun (thay cho cấu trúc while/whereas)
decline, in contrast to the expected increase in China
= compared to/with + noun (there was a 20% reduction
and the Middle East. The US will remain the major
in oil consumption in China compared with/to 2010)
consumer throughout the period.
4. The major consumer = the customer consumed the
most
BODY (4 SENTENCES/ PARA)
BASIC
From 1990 to 2010, there was a significant increase in There was a significant/dramatic/slight/sharp increase/
oil production in Saudi Arabia. decline/ decrease in…
The other countries saw a slight rise in oil production 1999/China saw/witnessed/experienced a dramatic rise
over the period. in…
Over the period, the consumer price index rose
The number/proportion/amount of… increased/declined…
steadily from around 60 in 1979 to over 200 in 2009
ADVANCED
1. Cấu trúc the proportion/ number of…
In 1971, the proportion of households without a car
2. Cấu trúc Adj clause rút gọn which was higher than… ->
stood at nearly 50%, slightly higher than that of
,higher than…
households having one car, at just over 42%.
3. That of = the proportion of household having one car.
By contrast, only nearly 9% of British households 1. By contrast/ Meanwhile so sánh
owned 2 cars and a mere 1 % of households owned 2. Cấu trúc only 9% of… verb (đưa số liệu lên đầu)
more than 3 cars, which was the lowest recorded 3. Dùng and để nối câu
figure. 4. Mệnh đề tính ngữ nối thêm , which was…

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 From 1971 onwards, while the percentage of families
owning one car remained stable, that of households 1. So sanh while/whereas
without any car dropped to approximately 25% in 2. That of = the figure for = the level of = the percentage of
2007.
1. 35% of energy – số liệu lên đầu
35% of energy came from coal in Sweden in 1995, and
2. And this proportion = energy came from coal in Sweden
this proportion gradually declined over the period to
Có thể thay bằng cấu trúc but this then fell/declined
finish at approximately 28% in 2010, the highest of
to…
the four countries, while the percentage produced in
3. To finish at… dùng để nói số liệu nằm ở đâu, thường là
France remained just under that of Sweden over the
những năm cuối biểu đồ
15-year period.
4. Cấu trúc rút gọn the highest of the four countries
5. Cấu trúc while và that of
1. To follow a similar pattern khi nói về số liệu nào có xu
hướng giống nhau
Energy production from coal in Germany followed a 2. Beginning – rút ngọn adj clause = which began
similar pattern, beginning the period at just under 3. Falling – cấu trúc đồng dạng với beginning
60% and falling significantly, though unlike Denmark it 4. Though unlike + Noun = while/whereas
fell to a low of only 5% in 2007 and then increased 5. It = the proportion of Denmark = energy production of
again to approximately 18%. Denmark
6. And then từ nối
7. Fell – increased cấu trúc đồng dạng
1. At 25.7% đưa số liệu lên đầu làm trạng ngữ
At 25.7%, nursing was the second most popular
2. Noun was the most popular subject … so sánh nhất
subject to study, but this fell significantly to only 14%
3. But nối câu
two years later.
4. This thay cho nursing
1. In terms of = Regarding = with regard to = about
In terms of food, the figures for both countries were 2. Cấu trúc the figures for ….
similar, at 27% and 24% for Malaysia and Japan 3. 24% for Malaysia – số liệu của Malaysia đưa lên đầu và
respectively. chú ý FOR k phải OF
4. Respectively = theo thứ tự lần lượt là…
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 In Japan, this accounted for 6% of the total, while 20% 1. To account for = to make up = to constitute
of household spending went on transport. 2. While cấu trúc so sánh

1. Which constitutes 26%, which made up 8% - mệnh đề

quan hệ
2. So sánh bằng ‘is four times as adj as’
White, which constituted 26%, is about four times as *So sánh bằng:
popular as blue, which made up 8%. - Company A has nearly (twice/half/a quarter) as many
employees as company B
- The number of employees doubled/ increased twofold
from March to May.

Theft, of which there were 94 cases per 10,000 1. Of which cấu trúc mệnh đề quan hệ theo sau là there
people, is just under four times more common than were
other crimes, 25 cases. 2. So sánh hơn gấp 4 lần, four times more common than

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 PRACTICE EXERCISE WRITING TASK 1
NGUỒN: TỔNG HỢP

Line graph
1. The graph below gives information about car ownership in Britain from 1971 to 2007.

The graph illustrates the proportion of households using

cars in the UK during 1971 and 2007.

It is noticeable that car ownership in the UK increased

during the given period. While the percentage of
households with two cars increased, there was a decrease
in the proportion of families without any cars.

In 1971, the proportion of households without a car stood

at nearly 50%, slightly higher than that of households
having one car, at just over 42%. By contrast, only nearly
9% of British households owned 2 cars and a mere 1 % of
households owned more than 3 cars, which was the lowest
recorded figure.

From 1971 onwards, while the percentage of families

owning one car remained stable, that of households
without any car dropped to approximately 25% in 2007. By
contrast, the proportion of families in the UK who owned
two cars increased slightly to nearly 26% and the figure for families with more than two cars rose by almost 5%.

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2. The graph shows the amounts spent on apparel on the internet in USA and Japan between 1999 and 2003.
The graph compares amounts of money spent online on apparel in
USA and Japan starting from 1999 and 2003. It is clear that
although at first Japanese buyers were spending much more
money than Americans did; as the years went by the spending
habits of 2 countries became almost identical.

In 1999 Japan was spending on apparel almost twice as much as

USA (10 versus 5 Millions of dollars). In the following year apparel
expenses of both Japan and USA grew even bigger to 12 and 10
million respectively. The only year when expenses plunged in both
countries was 2001, when USA spent only 8 and Japan reached the
bottom of 7 million.

Two following year, 2002 and 2003 showed rapid increase in

apparel sales in both countries. In 2002 USA spent about 10 million
and Japan’s numbers were very close (18 millions). Online apparel
sales became even more popular in 2003, pushing the figures to
the peak of 20 million in both Japan and USA.

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Bar graph
1. The bar chart shows figures of annual coffee and meat consumption.
The bar chart compares the amounts of coffee and meat
consumed every year in Norway, France, Germany, USA,
Russia, China and Japan. Overall, Asian group of countries
has similar consumption numbers of both coffee and meat.
The lowest rates of coffee consumption are recorded in
China and Japan (2 and 3 kg per person respectively). The
next three countries have higher rates, consumption of
coffee in USA totals in 4 kg per person, while France and
Russia have equal consumption rates of 5 kg per person. The
highest numbers belonged to Germany and Norway,
7 and 9 kg per person respectively.
Meat consumption numbers were much higher in all
countries; the highest numbers were recorded in USA (122
kg per person) and the lowest in Japan. Meat consumption in
Russia (45) and China (47) is similar to that of Japan (42).
Three other countries have much higher numbers, starting with Norway (60) and progressing through France (72) to Germany which
consumes about twice as much as Japan (87 kg per person).

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2. The bar chart compares consumer spending on six different items in Germany, Italy, France and Britain.
The bar chart compares consumer spending on
six different items in Germany, Italy, France and
Britain.

It is noticeable that people in Britain spent

considerably more money than people living in
the other three nations on all six products. Of
the six items, photographic film was spent the
most money on.

People in Britain spent just over £170,000 on

photographic film, which was the highest
recorded figure on the chart. By contrast, the
lowest overall spenders were German, with
roughly the same figures (just under £150,000)
for each of the six items.

Levels of spending on toys were similar/equal

in France and Italy, at nearly £160,000.
However, the amount spent by French on
photographic film and CDs was at £165,000 and nearly £158,000 respectively, slightly higher than that of Italians. By contrast, people
in Italy paid out more for personal stereos, tennis racquets and perfumes. French people spent around £145,000 on tennis racquet,
which was the lowest figure shown on the chart.

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3. The graph shows the percentage of population in urban areas around the world from 1950 and 2030.
The bar chart compares the rates of people
living in cities around the world in the years
1950, 2007 and projections in 2030.
It is noticeable that the proportions of city
dwellers increase around the world between
1950 and 2030. North America is expected to
see the most significant changes in its urban
population.
In 1950, the percentage of city dwellers in
North America doubled the world average (at
64% and 29% respectively), followed by
Europe (52%) and Latin America Caribbean
(42%). By contrast, much lower proportions of Asians and Africans were living in the inner city, at around 16%.
In the next 56 years, while there was a steady increase in the figures for North America and Europe, rising to 79% and 72%
respectively, urban population in Latin America Caribean doubled to 76%. Similarly, Asia and Africa had a twofold increase in the
percentage of city dwellers, at about 40%.
Looking into the future, the percentage of population living in the city in North America is predicted to reach a peak of 87% in 2030,
whereas that of the world will increase by 11% to 60%. Around half of Asian and African population is anticipated to live in urban
areas.

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Table
1. The table below shows the monthly expenditure of an average Australian family in 1991 and 2001.
The table illustrates the amount of
monthly spending of Australian
households on six different types of goods
for the years 1991 and 2001.
It is noticeable that there was an overall
increase in monthly spending of Australian
households. These families spent more
money on Food, Electricity and Water,
Housing and Other goods and services.
In 2001, expenditure on Non-essential
goods and services was highest among six
types of goods, with a rise of 20 Australian
Dollars (AUD). Similarly, Australian
household spending on Food, the second
most popular item, rose from 155 AUD to 160 AUD. It was considerably higher than those for Electricity and Water and Housing, at
120 AUD and 100 AUD respectively.
In stark contrast, the amount of money spent on the remaining two items declined. Monthly spending on Transport witnessed a
dramatic fall from 70 AUD in 1991 to 45 AUD in 2001. Spending on Clothing was lowest, which declined from 30 AUD to 20 AUD.

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2. The table below gives information about Favorite Pastimes in different countries. (unit: %)
The table illustrates seven different types of
activities that are preferred in pastimes with
residents aged between 30 and 50 from different
nations.
It is noticeable that Reading, Hobbies and TV are
three most popular recreational activities among
all countries. By contrast, the least common
recreations are Sport, Beach, Music and Sleep.
Of the most common categories, the percentages
of middle-aged people choosing reading are
similar among Japanese, Koreans and Chinese
people, at around 60%. While about 60% of
Canadians, Australians and Americans spend freetime watching TV, the figure for China is considerably lower, at 15%. By contrast,
China has the highest level of people enjoying hobbies, at 50%, compared to only 20% of France and England.
With regard to the less common categories, there are around 21% -30% of people in 30-50 age group being involved in sports in
each country, except for France, England and Japan as there are no figures recorded. The percentages of people interested in
listening to music, going to the beach or sleeping in all countries are relatively insignificant.

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Pie chart
1. The pie charts show the amount of revenue and expenditures over a year of a children’s charity in the USA.
The pie charts illustrate the distribution of revenue
sources and expenditures during a year of a charity for
children in the US.
Overall, the charity relied on Donated Food as its
principal revenue source, while it spent the most money
on Program Services. It is also noticeable that the total
amount of incomes just exceeded expenditures.

This children’s charity received Donated food as its main

source of revenue, accounting for 86.6% of the total
revenue. The second significant source was generated
from Community Contributions, constituting 10.4%. Income from Program Revenue contributed much less, at 2.2%. The remaining sources from
Investment income, Government Grants and Other incomes represented a disproportionately small shares, occupying 0.8% collectively.

Concerning expenditures, Program services constituted the largest cost to the charity, at 95.8%. Its expense on Fundraising and Management
and General were significantly lower, representing only 2.6% and 1.6% respectively.

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2. The charts below give information on the ages of the populations of Yemen and Italy in 2000 and projections for 2050
The pie charts compares Yemen and Italy in terms of its
population in the year 2000 and projected population in
2050.
Overall, aged population in both countries will increase
during the given period. Italy had older population than
Yemen in 2000 and the same is anticipated in next five
decades.

Half of Yemeni population were under 14 years old in

2000, compared to just over 14% of Italians. While the
lowest share in Yemeni population (nearly 4%) was 60
years old or above, that of Italy was much higher, at 24%.
Similarly, the 15-59 age group in Yemen accounted for just
over 46%, much lower than that of Italy, representing 62%.

It is envisaged that the percentage of the youngest bracket

in Yemen will drop to 37% in 2050 and that of Italy to
11.5%. While the proportion of 15-59 age group in Yemen
will increase to 57.3%, that of Italy will decrease by 15%.
The oldest bracket in both countries will show an upward
trend, with a much higher rise in Italy, growing to 5.7%
and 42.3% respectively.

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Process
The diagram presents the manufacturing process of two types
of tea, pu-erh raw tea and pu-erh ripe tea. Although the first
three stages are the same for both teas, it can be seen that
the methods of production differ in the final stages, which
accounts for the resulting variations in the two teas.
First, the tea leaves that have been picked are pan fried in
order to inactivate the enzymes. Following this, the tea is
rolled and afterwards spread out on a round mat so that it can
dry under the sun. Once it has been dried, the loose raw tea is
ready to be turned into either ripe tea or raw tea. This is
where the process diverges.
To make pu-erh ripe tea, the loose tea is fermented by being
left to mold. Having completed the fermentation stage, the
resulting loose ripe tea is then compressed, after which the
tea is ready for sale. Regarding the alternative process, before
being ready for sale as vintage raw tea, the loose tea is first
compressed, and then left to age by storage.

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 The flow chart shows how waste paper is
recycled.
It is clear that there are six distinct stages in
this process, from the initial collection of
waste paper to the eventual production of
usable paper.
At the first stage in the paper recycling
process, waste paper is collected either from
paper banks, where members of the public
leave their used paper, or directly from
businesses. This paper is then sorted by hand
and separated according to its grade, with
any paper that is not suitable for recycling
being removed. Next, the graded paper is
transported to a paper mill.
Stages four and five of the process both involve cleaning. The paper is cleaned and pulped, and foreign objects such as staples are
taken out. Following this, all remnants of ink and glue are removed from the paper at the de-inking stage. Finally, the pulp can be
processed in a paper making machine, which makes the end product: usable paper.

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Maps
The map illustrates the changes that have occurred in
Templeton, a seaside resort, over a 10 year period
beginning in 1990 and ending in 2005. The most noticeable
change is the replacement of many green areas with
several major infrastructure projects.
To begin, there were several major changes to transport in
the town. An airport has been built beside the river on the
outskirts of the town. In addition to this, a ferry port was
constructed on the far east coastline, with a new railway
extension line passing by the ferry port, continuing along
the coast and crossing over a new bridge so it connects to
the west side of town.
There have also been changes to the business sector in
Templeton. A factory can be seen in the south east of the
town behind the new railway line, and a supermarket has
been built over the river in the west of Templeton, running
alongside a new road.
The residential landscape has also altered, particularly on
the west side of town, where large apartment blocks now
stand in place of the houses.

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V. LANGUAGE AND STRUCTURES USED FOR COMPARISON
A. EQUALITY COMPARISON
1. The number of noun:
The number of N (which/who V) be (nearly/almost/approximately/roughly)
twice/three times/ threefold as big/high/low/small as that of/at/from/by N’.
E.g. The number of men who chose cars was nearly twice as high as that of women,
accounting for 44%.
Three times = threefold; Four times = fourfold
2. Popular/Common
- An activity/club is AS POPULAR among group 1 AS among group 2 (1 activity, 2
groups)
E.g. Cars were as popular among men as among women with 60% each.
- An activity/club is AS COMMON AS another activity/club among a group (2
activities, 1 group)
E.g. Cars were as common as computers among men with 60% each.
3. Noun
Active: (Adv twice ) AS many/few N1 AS N2 + V + O (countable Noun).
E.g. Nearly twice as many men as women chose cars with 44% for the former.
Nearly twice as few women as men chose cars with 44% for the latter.
Passive: S be V3 by (Adv twice) AS many/few N1 AS N2 (countable Noun).
E.g. Cars were chosen by nearly twice as many men as women with 44% for the former.
Passive: Adv twice AS much/little N1 AS N2 be V3 (uncountable Noun)
E.g. In 2005, nearly three times as much plastic as paper was recycled in Asia with 3
million tons for the former.
In 2005, nearly three times as little paper as plastic was recycled in Asia with 3
million tons for the latter.
B. COMPARATIVE COMPARISON
1. The number of
- The number of N (which/who V) be (nearly/ ...) twice/three times/threefold
bigger/higher/smaller/lower THAN that of N’
E.g. The number of men who chose cars was nearly twice higher than that of women,
accounting for 44%.
-The number of N (which/who V) be adv
(slightly/significantly/dramatically/noticeably/remarkably/considerably/far/much)
higher/bigger/greater/smaller/lower THAN that of N’
E.g. The number of men who chose cars was slightly higher than that of women,
accounting for 44%.
2. Popular/common
- An activity/club be MORE POPULAR among group 1 THAN among group 2 (1
activity, 2 groups).
E.g. Cars were more popular among men than among women with 60% for the former.
- An activity/club be MORE POPULAR THAN another activity/club among 1
group (2 activities, 1 group).
E.g. Cars were more popular than computers among men with 60% for the former.
3. Noun
- Active: (Adv twice) more/fewer N1 than N2 V O
E.g. Nearly twice more men than women chose cars with 44% for the former.
Nearly twice fewer women than men chose cars with 44% for the latter.
- Passive: S be V3 by (Adv + twice) more/fewer N1 than N2
E.g. Cars were chosen by nearly twice more men than women with 44% for the former.
- Passive: (Adv twice) more/less N1 than N2 be V3
E.g. In 2005, nearly three times more plastic than paper was recycled in Asia with 3
million tons for the former.
C. SUPERLATIVE COMPARISON
- The number of men who chose cars was the highest.
- Cars were the most/least popular (common) among males.
= Cars enjoyed widespread popularity among males.
- The most/fewest people chose cars.
- Cars were chosen by the most/fewest people.
- The most/least plastic was recycled in Asia with 300 tons in 1966.
- The highest expenditure belonged to cars in 1966 (44%)
- Cars accounted for the highest expenditure in 1966.
- Cars were the greatest option which accounted for 44%.
 TỪ VỰNG PARAPHRASE CÁC CHỦ NGỮ THƯỜNG GẶP TRONG
IELTS WRITING TASK 1

1. Từ vựng về nhóm tuổi

One person:

 He is 10 years old.

 He is a 10-year-old.

 He is aged 10.

More than one person:

 The children in the class are all 10 years old.

 It is a class of 10-year-olds

 It is a class 10-year-old children.

 The children in the class are all aged 10.

Age groups with more than one person:

 The chart shows the hobbies of children (who are) between 10 and 12
years old.

 The chart shows the hobbies of 10- to 12-year-olds

 The chart shows the hobbies of 10- to 12-year-old children.

 The chart shows the hobbies of children (who are) aged 10 to 12.

 The chart shows the hobbies of children who fall into 10 to 12 age
group
Other note:
Children = youngsters = the young = young people

The number of people in their forties (những người ở độ tuổi 40, tức từ

40 – 49 tuổi) Teenagers (miêu tả độ tuổi teen, tức từ 11-19 tuổi)

The elderly = elderly people = senior

citizens Adult (người lớn)

2. Giới tính

- Male và female vừa là danh từ đếm được vừa là tính từ, và nó

được dùng cho người ở bất cứ độ tuổi nào

Eg: The number of males aged under 14 years old

was 100 The number of male children aged under 14
years old was 100

- Men và women chỉ dùng cho người lớn. Tức khi đề bài nói đối
tượng là children hoặc là người dưới 18 tuổi thì không nên
dùng từ này để thay thế

- Boys và girls chỉ nên được dùng cho trẻ em

3. Lượng chi tiêu hàng tuần

- Average weekly spending

- spent on average

- average expenditure
 - weekly spending figures

- levels of spending

- spent per week

- expenditure per week

4. Từ vựng về tên nước và người nước đó

Tên nước Người ở nước đó

Canada Canadians
England The English/ English people
Turkey The Turkish/ Turkish people
Spain The Spanish/ Spanish people
The USA Americans
Germany Germans
Italy Italians
Sweden The Swedish/Swedish people
Mexico Mexicans
Japan Japaneses
Ireland The Irish/ Irish people

Trong phần đề bài, nếu câu hỏi không liệt kê tên nước (e.g. "in three
countries"), bạn có hai cách để viết lại trong introduction của mình như
sau
 - "in Britain, France and Germany"
- "in three countries, namely Britain, France and Germany".

Không quên dùng “the” trước 1 số nước như "the USA", "the UK" và the

“US” Các cấu trúc câu có thể dùng vs tên nước

 The number of elderly people in the USA rose.

 The number of Americans aged 65 and over rose over the period
shown.

 Canada also saw a rise in the number of elderly people.

 However, the figure for Australia fell.

5. Người dùng Internet

The percentage of people who used the

Internet The percentage of people

using the Internet

The percentage of people who had access to the

Internet Internet usage

The percentage of

Internet users Eg:

- The proportion of people using the Internet in the USA was about
20%.
 - The proportion of Internet users in the USA was about 20%.

6. Tỷ lệ thất nghiệp
The proportion of people who were

unemployed The proportion of people

who were jobless Levels of

unemployment

Unemployment rate
The proportion of people
without job Level of
joblessness

Eg:

- The number of 16 -to 24-year-olds who were unemployed in

England was around 18% in 2000
- Level of unemployment in England fell to only 10% in 2002
- Unemployment rate in England was higher than the figure for Mexico

- The proportion of English 16 -to 24-year-olds without job was

around 18% in 2000
- Level of joblessness in England fell to only 10% in 2002
- The proportion of people who were jobless in England fell to only 10%
in 2002
7. Tỷ lệ người nghèo

Poverty rate
Level of
poverty
 The percentage of people who live in poverty

The percentage of people who live under the

poverty line Poverty level

Be
poor
Eg:

- Poverty rate in Vietnam was much higher than that of Canada,

at 10% and 2% respectively.

- The percentage of people who live in poverty in Vietnam was

much higher than that of Canada, at 10% and 2% respectively.
- 10% of Vietnamese people were poor, compared with only 2% of
Canadians.

8. Doanh thu bán hàng

Sales = turnover
- Sales of fast food increased over the period shown
- Turnover from fast food increased over the period shown
- Fast food earned/obtained/gained just under $6 billion

9. Hàng năm, hàng tháng, hàng tuần…

Per person = per capita = an average of = average +
Noun Annual = yearly = per year

Per week = weekly = each week = a

week Eg:
- Average yearly spending on landlines dropped by nearly $200
 - Consumption of pizza dropped to 10 kilograms per person per year
- The per capita consumption of beef in the US rose from around 60 to
a peak of 90 pounds
- US beef consumption rose from around 60 to a peak of 90 pounds per
person

- The amount of beef consumed by the average American rose from

around 60 to a peak of 90 pounds

10.Chi tiêu
Danh từ: Spending = expenditure

Động từ: be spent on = be allocated for = be used for = be expended

= be paid out for

Danh từ chỉ
người: Spender
Eg:
- In 2010, expenditure on mobile phones rose to around $750.
- In 2010, spending on mobile phones rose to around $750
- In 2010, Swedish consumers spent around $750 on mobile
phones

- In 2010, around $750 was allocated for mobile phones

by Swedish consumers

- Swedish people were the largest spenders on mobile

phones, with around $750 expended on this
- Sweden had the highest percentage of expenditure for mobile
phones

11. Phương tiện giao thông

Các từ và cum từ paraphrase số lượng người dùng xe ô tô, chúng ta sử
dụng tương tự với nhiều phương tiện khác như bus, train…

The number of people who use

cars The number of people

driving to work The number of

car commuters
 The number of people who

commute by car The number of

people who travel by car The

number of car users

Eg:
- Approximately 5 million was the number of bus users in
2010.
- Around 5 million commuters traveled by bus in 2010
- The bus was used by about 5 million people in 2010

Nếu đi bằng xe đạp: The number of people who cycle to

work = the number of cycling commuters
Nếu đi bằng tàu hỏa: The number of rail passengers

12. Sư sản xuất và tiêu thụ

- Tiêu thụ
(Noun) Consumption
(Verb): be used, be consumed, be drunk or be eaten
- Sản xuất:
(Noun): production, manufacture
(Verb): be produced, be made, be manufactured,
 WRITING TASK 1

LINE GRAPH (CONT.)

The graph below shows UK acid rain emissions, measured in millions of tonnes, from four different sectors
between 1990 and 2007.

MỞ BÀI

Dùng từ đồng nghĩa để paraphrase lại mở bài:

The graph below shows UK acid rain emissions, measured in millions of tonnes, from four different sectors
between 1990 and 2007.

Áp dụng công thức “in terms of” trong bài viết này để làm mở bài.

Kết hợp với các từ đồng nghĩa cần có dưới đây:

• The graph → The line graph

• below → bỏ
• shows → compares
• UK acid rain emissions → the amount of acid rain emissions in the UK
• between 1990 and 2007 → over a period of 17 years

Vậy là ta có được 1 mở bài hoàn chỉnh:

The line graph compares four sectors in terms of the amount of acid rain emissions that they produced
over a period of 17 years in the UK.

Page 1
 WRITING TASK 1

(Biểu đồ đường so sánh 4 lĩnh vực về việc lượng khí thải gây mưa acid mà những lĩnh vực này thải ra trong giai
đoạn 17 năm ở Anh)

TỔNG QUAN

Để làm tổng quan Line graph ta lưu ý 2 phần:

• Phần 1: Xu hướng chung của các đường là gì?

• Phần 2: Có đường nào nổi bật nhất không?

Áp dụng đối với bài này, ta thấy:

• Phần 1: Xu hướng chung của các đường là gì? → Các đường đều có xu hướng giảm
• Phần 2: Có đường nào nổi bật nhất không? Có! electricity, gas and water supply chứng kiến sự sụt giảm
mạnh mẽ nhất.

Dựa vào phân tích trên, ta có tổng quan như sau:

It is clear that the total amount of acid rain emissions in the UK fell considerably between 1990 and 2007.
The most dramatic decrease was seen in the electricity, gas and water supply sector.

(Rõ ràng là tổng khí thải gây mưa acid ở Anh giảm mạnh từ 1990 tới 2007. Sự giảm mạnh nhất có thể thấy được
trong lĩnh vực cung cấp điện, gas và nước)

THÂN BÀI

Chúng ta có nhiều cách chia thân bài, ví dụ:

♦♦♦ Chia theo thời gian:

• Body 1: Nếu số liệu trong năm đầu tiên (1990)

• Body 2: Nêu sự biến đổi kể từ năm đầu tiên trở đi

Hoặc:

• Body 1: Nêu sự biến đổi từ 1990 – 1999

• Body 2: Nêu sự biến đổi từ 1999 – 2007

♦♦♦ Chia theo đường:

• Body 1: Electricity/Gas/Water supply và transport/communication

• Body 2: Hai đường còn lại

Cách này tuy đơn giản nhưng không thấy được sư so sánh giữa các đường với nhau => không khuyến khích

Page 2
 WRITING TASK 1

Note: Luôn cố gắng so sánh các đường với nhau.

Oultine:

Body 1: Nêu số liệu trong năm đầu tiên (1990)

• electricity, gas and water supply: 3.3 million tonnes

• transport and communication: 0.7 million tonnes
• domestic: 0.6 million tonne
• other industries: ≈ 2 million tonnes

Body 2: Nêu sự biến đổi kể từ năm đầu tiên trở đi

• electricity, gas and water supply: fell to 0.5 million tonnes

• domestic + other industries: fell gradually
• transport: saw a small increase in emissions, peaked at 1 million tonnes in 2005.

Vậy chúng ta sẽ có thân bài như sau:

In 1990, around 3.3 million tonnes of acid rain emissions came from the electricity, gas and water sector. The
transport and communication sector was responsible for about 0.7 million tonnes of emissions, while the
domestic sector produced around 0.6 million tonnes. Just over 2 million tonnes of acid rain gases came from
other industries.

Emissions from electricity, gas and water supply fell dramatically to only 0.5 million tonnes in 2007, a drop of
almost 3 million tonnes. While acid rain gases from the domestic sector and other industries fell gradually, the
transport sector saw a small increase in emissions, reaching a peak of 1 million tonnes in 2005.

Từ vựng hay:

• emisions: khí thải

• was responsible for: chịu trách nhiệm về vấn đề gì, gây ra vấn đề gì
• fell dramatically: giảm đáng kể
• fell gradually: giảm dần
• saw a small increase in: nhìn thấy 1 sự gia tăng trong
• reaching a peak of: đạt cực đại là

Bài mẫu Line graph band 9.0

The line graph compares four sectors in terms of the amount of acid rain emissions that they produced over a
period of 17 years in the UK.

It is clear that the total amount of acid rain emissions in the UK fell considerably between 1990 and 2007. The
most dramatic decrease was seen in the electricity, gas and water supply sector.

Page 3
 WRITING TASK 1

In 1990, around 3.3 million tonnes of acid rain emissions came from the electricity, gas and water sector. The
transport and communication sector was responsible for about 0.7 million tonnes of emissions, while the
domestic sector produced around 0.6 million tonnes. Just over 2 million tonnes of acid rain gases came from
other industries.

Emissions from electricity, gas and water supply fell dramatically to only 0.5 million tonnes in 2007, a drop of
almost 3 million tonnes. While acid rain gases from the domestic sector and other industries fell gradually, the
transport sector saw a small increase in emissions, reaching a peak of 1 million tonnes in 2005.

(169 words, band 9.0, written by Simon)

Page 4
PRACTICE 1:
The graph below gives information about international tourist arrivals in five countries.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.
» Write at least 150 words.

PRACTICE 2:

You should spend about 20 minutes on this task.

The graph below shows the proportion of the population aged 65 and over between 1940 and 2040 in
three different countries.

Summarise the information by selecting and reporting the main feature and make comparisons where
relevant.
The graph below shows how elderly people in the United States spent their free time between 1980
and 2010.

Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.

Write at least 150 words.

The graph -> The line graph, the given chart

Shows -> indicates, gives information about

Elderly people -> the elderly

Free time -> spare time/ leisure time

How S+V -> the proportion of leisure time spent on 5 different activities by American elderly people

Between 1980 and 2010 -> from 1980 to 2010

=>

1/ Có đường nào luôn cao nhất không?

2/ Có đường nào luôn thấp nhất không?

3/ Đường nào thay đổi nhiều nhất?

4/ Liệt kê xu hướng của từng đường

Cách phân tích line graph

Body 1: Miêu tả, so sánh và nêu số liệu năm đầu tiên

Body 2: Miêu tả xu hướng, sự thay đổi từ năm đầu đó cho năm cuối, phải nêu số liệu năm cuối

The graph below shows population figures for India and China since the year 2000 and predicted
population growth up until 2050.

Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.

Write at least 150 words.

The graph below shows relative price changes for fresh fruits and vegetables, sugars and sweets,
and carbonated drinks between 1978 and 2009.

Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.

Write at least 150 words.

The graph below shows the number of books read by men and women at Burnaby Public Library
from 2011 to 2014.

Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.

Write at least 150 words.

The graph below shows waste recycling rates in the U.S. from 1960 to 2011.

Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.

Write at least 150 words.

Overview:

- Trend

- Comparison

4 cách để tìm thông tin viết overview:

1/ Có đường nào luôn cao nhất không?

2/ Có đường nào luôn thấp nhất không?

3/ Đường nào thay đổi nhiều nhất?

4/ Liệt kê xu hướng của từng đường

Overall, … In addition,/ Additionally, …

 IELTS WRITING T1

BAR CHART

I. Introduction

There are 2 kinds of bar chart:

- Bar chart with CHANGES over a time period

- Bar chart without CHANGES over a time period

IELTS MR.OKIE | Instructor: Ms. Duong 1

 IELTS WRITING T1

II. Writing the report

1. Introduction

You should start your answer by writing an introduction. The introduction is 1 or 2 sentences, where
you paraphrase the information from your question. You should mention two things in your
introduction:

 what your graph shows

 for what period of time

In our example, the introduction can look like this:

The bar chart provides information about the percentages of divorces in Finland and Sweden
between 2011 and 2015.

See how to use synonyms to paraphrase the question:

shows → provides information about

divorce rates → percentages of divorces
two European countries → Finland and Sweden (it’s good to be more specific)
from 2011 to 2015 → between 2011 and 2015.

Compare [N] in terms of ….

2. Overview

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a. Bar chart with a time period

Overview:

- General trend(s)
- Highest number(s)
- The most significant change

b. Bar chart without a time period

Overview:

- Which numbers are higher?

- Which is the most significant gap?

3. Body

a. Bar chart with a time period

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Para 1: describe and compare the data in the first year

Para 2: describe and compare the data in the final year (mention other special features in other years
if necessary)

b. Bar chart without a time period

- Highest to lowest number

- Similarities and differences

III. Practice analyzing different kinds of bar chart

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IV. Sample

Bar chart 1:

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Bar chart 2:

Bar chart 3:

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Bar chart 4:

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PIE CHART
1. Pie chart là biểu đồ gì?
Là dạng biểu đồ dùng để trình bày thông tin/thông số của một vùng/quốc gia/nơi chốn ở các
thời điểm khác nhau.
Hoặc đôi khi, biểu đồ này còn dùng để biểu diễn, so sánh sự khác biệt của các chủ thể (quốc
gia, thành phố, giới tính, etc.) tại cùng một thời gian, hoặc cũng có thể khác thời gian.
Biểu đồ có dạng tròn gồm những phần được chia nhỏ có màu sắc (hoặc kí hiệu) khác nhau, ứng
với những đối tượng được phân tích.
Bên góc biểu đồ thường có chú thích làm rõ hơn về đối tượng. Đơn vị thường gặp trong dạng
biểu đồ này là phần trăm.

Khi gặp dạng bài này, chúng ta cần

 (a) miêu tả các thông tin một cách rành mạch và khách quan
 (b) so sánh và làm nổi bật sự khác nhau giữa các charts hoặc các phần (sections) trong một chart
 (c) dùng vốn từ vựng và các mẫu ngữ pháp phong phú khi viết
2. Các bước viết bài và bố cục dạng PIE CHART
Bước 1: Phân tích biểu đồ
i. Chủ ngữ của biểu đồ là gì? - Bước này cần để viết introduction.
ii. Đơn vị biểu đồ là gì? - Để dùng ở trong phần phân tích trong thân bài.
iii. Thời gian mô tả trong chart là khi nào? - Dựa và đây để chúng ta chia thì (tense)
Thời gian trong quá khứ thì dùng thì quá khứ đơn, thời gian ở hiện tại thì mô tả bằng hiện tại
đơn, thời gian từ quá khứ đến tương lai thì có thể dùng hiện tại đơn hoặc hiện tại hoàn thành.
Bước 2: Viết introduction
Introduction thường là một câu tóm tắt nội dung của đồ thị. Cách dễ nhất là paraphase đề bài.

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Phần Introduction không chỉ là một câu hoàn chỉnh, đơn giản, dễ hiểu mà nó còn phải trả lời
được một số câu hỏi như:
 Biểu đồ so sánh về cái gì: visitors’ responses to a survey about customer service
 Số lượng các đối tượng đem ra so sánh là bao nhiêu?
 Địa điểm ở đâu: at the Parkway
 Thời gian như thế nào: in 2005 and in 2010
Như vậy, phần Introduction phải trả lời được những câu hỏi cơ bản mà chúng ta có thể viết gọn
trong các từ What/Where/When… Introduction cần bao quát hết thảy các yếu tố, bao gồm luôn cả
địa điểm, thời gian và đơn vị.

Bước 3: Viết câu OVERVIEW

Phần Overview là phần khái quát điểm nổi bật, điểm đáng chú ý nhất của biểu đồ.

Đó có thể là việc bạn đánh giá xu hướng phát triển của các hiện tượng có trong Pie Chart (với dạng
biểu đồ có sự thay đổi theo thời gian) hoặc cho thấy sự khác biệt, đối lập lớn giữa các đối tượng
(thường với dạng biểu đồ không có sự thay đổi theo thời gian).
Một điều đặc biệt quan trọng khi viết câu OVERVIEW của Pie Chart có sự thay đổi theo thời
gian là người viết phải chỉ ra rõ xu hướng phát triển: tích cực hay tiêu cực, tăng hay giảm của
đối tượng đó.
Bước 4: Viết thân bài
Bố cục của thân bài gồm có 3 ý chính:
1. Overview: gồm 1 - 2 câu. Câu overview này thường dùng diễn tả đặc điểm nổi bật nhất khi
chúng ta vừa nhìn vào pie chart. CÂU OVERVIEW LÀ CÂU QUAN TRỌNG NHẤT TRONG BÀI
IELTS WRITING TASK 1
2. Đoạn body 1
3. Đoạn body 2

3. Hướng dẫn cách viết dạng Pie chart

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a. Dàn bài như thường lệ sẽ gồm 4 paragraphs

+ Introduction:Giới thiệu pie chart nói về cái gì
+ Overview: Viết 2 câu mô tả 2 đặc điểm chung của biểu đồ. Chỉ cần là 2 đặc điểm nổi bật của
biểu đồ là được. Lưu ý không đưa số liệu cụ thể vào phần này

+ Body 1 & Body 2: Mô tả pie chart một cách chi tiết., so sánh các số liệu

b. Trong pie chart, các số liệu đưa ra thường chính xác, không có số liệu xấp xỉ

c. Cách giải pie chart giống cách giải dạng line graph, bar chart. Cách viết không có gì thay đổi

3.1 Dạng bài biểu đồ 1 hình tròn

Đây là dạng bài cơ bản nhất trong các dạng pie chart, nhưng khá hiếm gặp trong các đề thi IELTS
thật lí do là vì dạng biểu đồ 1 hình tròn thường quá dễ, và không có gì để viết. Khi gặp dạng này
chúng ta cần:
 (a) miêu tả các phần (sections) trong pie chart này
 (b) so sánh các phần đó. Ví dụ như, section nào chiếm phần nhiều/ít nhất; các sections nào nhiều/ít
hơn.
Example:

 Khi miêu tả các phần, chúng ta có thể Paraphrase các từ chỉ phần trăm (percentage) thành tỉ lệ
(ratio, propotional) để từ vựng được phong phú hơn. Ví dụ 30 % có thể chuyển thành about a third.

 Khi so sánh các bạn đừng quên dùng những phases như: The majority, the minority, etc.

Thông thường, biểu đồ một hình tròn sẽ được kết hợp với một biểu đồ loại khác, có thể là cột hoặc
đường để tạo nên biểu đồ dạng Mixed.
Trong biểu đồ hình tròn, chủ yếu dùng các cấu trúc so sánh để so sánh các đối tượng với nhau, đối
tượng nào lớn nhất, đối tượng nào thấp nhất, và sự tương quan giữa các đối tượng có trong biểu đồ

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3.2 Biểu đồ nhiều hình tròn

Đề bài gồm nhiều biểu đồ tròn thường có 2 dạng:
 (a) theo thời gian (mỗi biểu đồ trình bày thông tin của một năm/tháng)
 (b) không theo thời gian (mỗi biểu đồ miêu tả một chủ thể như quốc gia, thành phố, giới tính).

3.2.1. Với kiểu pie chart theo thời gian - Tức là có sự biến đổi về thời gian

Đối với dạng biểu đồ PIE CHART có yếu tố thời gian, các bạn sẽ coi bài PIE CHART đó như là bài
LINE graph, tức là sẽ sử dụng các từ chỉ trend như increase, decrease...

Đối với dạng PIE CHART theo thời gian, các bạn có thể tham khảo 2 cách viết sau đây:
 Cách 1: Chia theo năm tháng
 Cách 2: Chia theo đối tượng
Example:

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Cách 1: Chia theo năm tháng

 Đoạn body 1: So sánh số liệu năm 1995, theo thứ tự lớn đến bé hoặc ngược lại. Đối tượng 'other'
 thì nên phân tích sau cùng
 Đoạn body 2: Miêu tả các chiều hướng tăng giảm trong năm 2005. Ví dụ, both figures for
coal and gas increased marginally. Coal still remained the most popular energy resource.
Model answer:
In 1995, energy produced by coal accounted for the highest proportion, at 29.80% of the total energy
production in France. The figures for Gas and Petro were slightly lower, at 29.63% and 29.27%
respectively. Meanwhile, only 6.40% of the total energy was generated by Nuclear and the lowest
figure can be seen in the percentage of energy produced by other sources, at nearly 5%.
In 2005, the percentage of energy from Coal went up insignificantly but remained the highest figure
in the chart, at 30.93%. The figure for Gas rose slowly to 30.31%, while that for Petrol experienced a
dramatic fall of nearly 10%. There were sharp increases to 10.10% and 9.10% in the figures for
Nuclear and Other sources respectively.
Cách 2: Chia theo đối tượng
 Đoạn body 1: đề cập đến 2 categories lớn nhất là gas và coal ở cả 2 năm, qua 2 năm đó thì số liệu
của 2 categories này gần như không thay đổi, nhưng vẫn chiếm tỷ trọng lớn nhất trong cả biểu đồ
 
 Đoạn body 2: Miêu tả những mục khác (nuclear, petro và other), trong nhắc tới phần nuclear tăng
ở năm 2005 nên làm phần trăm của petro giảm. Các bạn có thể nhấn mạnh thêm là chỉ có petrol là
giảm còn tất cả những categories còn lại đều tăng
Model answer (scored 9)
Energy produced by coal comprised of 29.80% in the first year and this showed only a very slight
increase of about a mere 1% to 30.9% in 2005. Likewise, in 1995, gas generated 29.63% which rose
marginally to 30.1% 10 years later.

With regards to the remaining methods of producing energy, there was an approximate 5% growth in
production from both nuclear power and other sources to 10.10% and 9.10% respectively. Petro, on
the other hand, was the only source of energy which decreased in production from 29.27% in 1995 to
around a fifth (19.55%) in 2005.

3.2.2. Với kiểu pie chart KHÔNG CÓ YẾU TỐ THỜI GIAN

Đối với các dạng PIE CHART không có yếu tố thời gian, các em sẽ không được sử dụng các cụm từ chỉ
sự tăng trưởng, trend như increase, decrease như trong line graph vì nó không có sự so sánh tăng
trưởng giữa các mốc thời gian với nhau. Chỉ sử dụng những từ vựng chỉ sự so sánh!

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Cách 1: Miêu tả thông tin trên từng biểu đồ, sau đó liên hệ các biểu đồ với nhau
Đoạn 1: miêu tả biểu đồ 1
Đoạn 2: miêu tả biểu đồ 2, liên hệ và so sánh với biểu đồ 1
Cách viết này khá dễ viết nhưng nếu có nhiều hơn 2 charts thì bài viết dễ bị dài dòng.

Cách 2: Viết về những tương đồng và khác biệt của các charts.
Example 1: The pie charts below show the average household expenditures in Japan and
Malaysia in the year 2010.
Bài này chỉ có năm 2010, rõ ràng là ngoài năm 2010 ra thì là không còn 1 năm nào nữa khác để
mà so sánh sự tăng trưởng nên sẽ được xếp vào loại biểu đồ pie chart không có yếu tố thời gian

Đoạn body 1: Phân tích 2 vấn đề housing và food (là 2 vấn đề lớn nhất) ở 2 nước.
- Spending on housing is highest in Malaysia, while in Japan, this category is smaller. Spending
on food is similar for both countries.
Đoạn body 2: Phân tích những vấn đề còn lại. Mục 'other' luôn được nhắc đến sau cùng
- Transport chiếm 20 % ở Malaysia và gấp đôi so với Nhật

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- Healthcare chiếm phần ít nhất, tương đồng ở cả 2 nước.

-Những vấn đề khác chiếm phần tương đối nhiều, khoảng 26 - 29 % ở cả 2 nước.
Model answer:
The proportion of spending on Housing was highest in Malaysia, at 34% while Japanese families
allocated just 21% of their budget for this category. In terms of food, the figures for both nations
were similar, at 24% and 27% for Malaysia and Japan respectively.
Regarding the remaining categories, Transport accounted for exactly a fifth of total expenditure in
Japan, twice as much as the figure for Malaysia. Healthcare received the least amount of money in
two countries while the percentage of money spent on Other goods and services were quite
significant, at over a quarter in each country.
Example 2:

Ở biểu đồ tròn IELTS Writing Task 1, để phân bố được bố cục của 3 biểu đồ tròn các em nên học
cách nhóm những biểu đồ nào có những đặc điểm chung gần như nhau vào một Body. Biểu
đồ nào khác hẳn so với những biểu đồ còn lại, các em có thể nhóm lại vào body thứ 2. Bài này có
thể phân bố bố cục 2 body như sau:
 Câu Overall sẽ viết 2 câu phần lớn nước được dùng cho residential ở San Diego và Cali nhưng
ở Worldwide thì agricultural purposes thì nước được dùng nhiều nhất và có vẻ như xu hướng
 dùng nước ở Worldwide nó gần như trái ngược hoàn toàn so với San và Cali
 Body 1: nhóm San và Cali thành 1 nhóm. Miêu tả ở San thì nước dùng cho Residential áp đảo, hơn
1/2 tổng nước được dùng, trong khi đó ở Cali thì lượng nước dùng được chia đều cho 3 purposes, tỉ
lệ % gần tương đương nhau (nêu số liệu). Trong khi đó thì ở San, agriculture là đc dùng nước ít
 nhất chỉ 17%
 Body 2: mô tả worldwide, dùng on the contrary vì worldwide số liệu ngược hoàn toàn với 2 biểu
đồ còn lại. Agriculture lớn nhất nêu số liệu, xong tới industry và residential
3.3 Biểu đồ có rất nhiều hình tròn

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Những điểm các bạn cần lưu ý khi gặp dạng Pie chart có rất nhiều biểu đồ như thế này trong kì thi
IELTS:
 Tuy có rất nhiều biểu đồ, tuy nhiên các bạn phải biết cách chọn lọc những thông tin cần thiết nhất
để viết trong bài, không phải chăm chăm mô tả hết các số liệu trong bài sẽ không bao giờ kịp thời
 gian!
 Phải có kĩ năng so sánh, đối chiếu và gom các categories có xu hướng giống nhau để phân tích,
 nếu không phân tích hết thì bài sẽ rất rất dài
 Chú ý rằng Pie chart hay bar chart đều có 1 đặc điểm là đều có 2 loại số liệu so sánh, vậy nên
 việc các bạn so sánh, đối chiếu các biểu đồ với nhau là điều rất quan trọng
 Pie chart luôn phải nhìn vào số liệu to nhất hoặc nhỏ nhất.
Example:

Mở bài: Cần paraphrase lại đề bài.

Thân bài:
Những đối tượng so sánh các bạn phải chú ý nếu muốn viết đúng bài này
Đối tượng so sánh 1: So sánh theo mục đích sử dụng nước (Industrial, Agricultural, và Domestic)

Nếu so sánh mức độ sử dụng nước với 3 mục đích ở đề bài thì ta có thể thấy ở hầu hết 6 nước thì
Agriculture tốn nhiều nước nhất. (Mặc dù có 2 nước không phải Agriculture lớp nhất, nhưng
nhìn tổng quan thì nó lớn nhất ở 4 nước còn lại)
Đối tượng so sánh 2: So sánh theo các khu vực (North America, South America, Europe,
Africa, Central Asia, và South East Asia)

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Mình có thể nhận thấy North America và Europe là 2 khu vực mà Industrial use là lớn nhất.
Đối tượng so sánh 3: So sánh kết hợp giữa mục đích sử dụng nước cùng với khu vực nào
sử dụng nhiều nước nhất
Trong khi North America và Europe là hai khu vực sử dụng phần lớn nước vào mục đích
công nghiệp, thì ở 4 vùng còn lại, nông nghiệp mới là ngành sử dụng nhiều nước nhất.
Bố cục thân bài các bạn có thể viết như sau:
Đoạn 1: South America, Africa, Central Asia và South East Asia: (Nhìn vào số liệu to nhất và nhỏ
nhất) --> Các bạn phải tập thói quen nhóm được các categories tương đồng nhau vào 1 đoạn body
để bố cục bài viết được rõ ràng.
 Ở South America thì 71% lượng nước được sử dụng vào mục đích nông nghiệp trong khi ở 3
 nước còn lại thì con số này luôn lớn hơn 80%.
 Ở Central Asia thì lượng nước sử dụng cho công nghiệp thấp nhất ở cả 4 nước (5%) còn ở South
 East Asia thì lớn nhất là 12%.
 Ở Africa, Central Asia và South East Asia lượng nước dành cho sinh hoạt chỉ dưới 10% trong khi
ở South America là gần 20%.
Đoạn 2: North America và Europe --> chỉ có hai nước này là nhìn vào thấy khác hẳn so với các số
liệu còn lại nên các bạn gom 2 categories này lại với nhau để phân tích
 Lớn nhất là Industrial use với 48% ở NA và 53% ở Europe.
 Domestic use nhỏ nhất với 13% và 15% ở NA và Europe, còn lại là dành cho nông nghiệp.

4. Những điểm cần lưu ý trong khi phân tích dạng Pie chart
 Luôn nhớ highlight những đặc điểm chính của charts (e.g. The majority/minority sections,
 the largest/smallest segment)
 Khi gặp pie chart theo thời gian. Miêu tả về sự thay đổi theo thời gian (trends/changes) là vô cùng
quan trọng. Phần nào tăng lên, phần nào giảm xuống. Tăng/giảm nhiều hay ít, có đáng kể không.
Phần nào không hề thay đổi. Nếu có yếu tố thời gian thì các em cứ nghĩ Pie chart hay kể cả Bar
 chart bản chất chỉ là biểu đồ Line chart nhé!
 Nêu các điểm tương đồng trong các biểu đồ.
5. Ngôn ngữ và cấu trúc cần dùng trong dạng Pie chart
- Ngôn Ngữ:
 Từ dùng để so sánh: in contrast, similarly, likewise
 Từ dùng trong pie chart: to illustrate, to demonstrate, to represent, to comprise of, to account
 for, marginally.
 Một số cụm từ bạn nên dùng khi gặp dạng này
- Proportions/ The proportion of
- Percentages/ The percentage of
- A large number of people
- Over a quarter of people
- A small minority
- A significant number of people
- Less than a fifth

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- Around 20%
- Less than a fifth
- Almost a quarter of
- Just over half of
* Các số liệu (data) dưới dạng phần trăm (percentage) có thể được miêu tả bằng tỉ số
(fractions, proportion) như bảng sau:

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 IELTS WRITING TASK 1-PIE CHART 2021

- Cấu trúc
Mô tả 1 phần của biểu đồ

Mô tả 2 phần của biểu đồ

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IELTS WRITING TASK 1-PIE CHART 2021

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Other language:
 Account for = make up = take up = consist of = comprise = include = contribute =
constitute + number or percentage: sử dụng trước số lượng hay phần trăm để diễn tả X
chiếm hay đóng góp bao nhiêu số liệu.
 Note:
 Account for a bigger/smaller share = Make up a bigger/smaller proportion:
Có nhiều hơn hay ít hơn thị phần/số lượng so với cái khác.
 Take up the remaining X%: Đóng góp/chiếm phần trăm còn lại, dùng để
diễn tả đối tượng dữ liệu cuối cùng.
 Continue to be the major + Noun (producer/company/country…): Tiếp tục dẫn vị trí đầu.
 Will overtake + Noun + to become…: Vượt mặt X để trở thành...
 Responsible for the highest amount of + Noun -> usually negative meaning: Chịu trách
nhiệm về số lượng lớn nhất của (eg, sự ô nhiễm).
 Rank = become = come = be: động từ để thể hiện X đứng vị trí thứ mấy
 Respectively: theo thứ tự trước sau.
 Evenly = Equally: bằng nhau.
 Small = narrow, Difference = discrepancy: khoảng cách nhỏ.
  Additionally = In addition to + Noun: ngoài ra.
 Regarding + Noun = With respect to + Noun = Concerning + Noun: Kể về...
 Khi số liệu trong tương lai, IELTS TUTOR khuyên nên dùng nên dùng mẫu câu: be
expected to = be projected to = be estimated to + V1.

PRACTICE:
1/ You should spend about 20 minutes on this task.

The charts below show the proportions of British students at one university in England
who were able to speak other languages in addition to English, in 2000 and 2010.

Summarise the information by selecting and reporting the main features and make comparisons
where relevant.
2/ You should spend about 20 minutes on this task.

The first chart below shows how energy is used in an average Australian household. The
second chart shows the greenhouse gas emissions which result from this energy use.

Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.
 WRITING TASK 1 IELTS

TABLE

I. Table là gì?

Table, bảng biểu, còn gọi là bảng số liệu là một bảng gồm một hay nhiều cột và một hay nhiều hàng
chứa số liệu để so sánh các dữ liệu giữa các đối tượng.

Table có rất nhiều số liệu và là một dạng thể hiện số liệu khác của bar chart.

II. Một số lưu ý khi viết miêu tả Table

 Không được miêu tả hết tất cả số liệu biểu thị trong biểu đồ. Chỉ ra số liệu nổi bật của mỗi đối tượng và
chỉ lựa chọn 8-10 số liệu cho mỗi lần mô tả

 Quan sát những số liệu đáng kể nhất (số liệu cao nhất, thấp nhất)

 Đừng quên nhóm các dữ liệu lại với nhau.

III. Các dạng table

2 dạng: bảng có các số liệu thay đổi theo thời gian và không thay đổi theo thời gian.

VÍ DỤ BÀI CÓ 2 BẢNG VÀ THAY ĐỔI THEO THỜI GIAN

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VÍ DỤ BÀI CÓ BẢNG KHÔNG THAY ĐỔI THEO THỜI GIAN

IV. Cách phân tích table

Bước 1: Đọc kỹ đề và phân tích đề bài. Lưu ý các yếu tố sau:

 Topic

 Language (comparison or change…)

 Time /Tense

 Overview

 Groups (the highest, smallest, similar…)

Practice:

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Phân tích bảng trên theo các ý trên.

Bước 2: Đọc biểu đồ, chọn số liệu

a. Biểu đồ Table có miêu tả nhiều điểm thời gian và các đối tượng so sánh thay đổi từng năm

Example:

Chọn số liệu sẽ chủ yếu dựa vào nguyên tắc sau:

 Luôn chọn số liệu ở năm đầu tiên, năm cuối để thấy được sự thay đổi lớn của các yếu tố so
sánh.
 Có thể đề cập đến số liệu nhỏ nhất, cao nhất, và cũng có thể “phớt lờ” đi những số liệu ở tầm
trung (kiểu không có gì quá nổi bật)

b. Biểu đồ Table không nhắc đến thời gian hoặc chỉ tại 1 điểm thời gian cụ thể

Example:

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Đối với dạng này, có thể chọn số liệu theo 1 trong 2 cách sau:

 Chọn số liệu theo hàng dọc (Số nào cao nhất, to nhất, số nào nhỏ nhất, )
 Chọn số liệu theo hàng ngang (Cũng tương tự: số cao nhất và số thấp nhất)

Note: Chỉ đi theo 1 hướng duy nhất thôi nhé, quan sát để xem chọn theo hàng nào sẽ dễ dàng phân tích
hơn.
Cụ thể, ở ví dụ trên, nếu quan sát kĩ, chúng ta sẽ thấy lựa chọn số liệu theo hàng dọc sẽ dễ dàng hơn rất
nhiều so với hàng ngang.

*Tips: - Một bài miêu tả Table đúng và đủ nhất chỉ nên chọn từ 8-10 số liệu

- Phải nêu đầy đủ tất cả các mục, không bỏ sót mục nào (ko phải số liệu)

Bước 3: Phân tích cụ thể table

a. Overview
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+ Dạng table có số liệu thay đổi theo thời gian: phân tích giống line graph, nêu trend và đối tượng có
số liệu cao nhất

+ Dạng table có số liệu ko thay đổi theo thời gian:

Ở phần này, cố gắng để so sánh tất cả các đối tượng trong biểu đồ (cả hàng dọc lẫn hàng ngang) bằng
cách như sau:

 So sánh các đối tượng ở hàng dọc → Nhắc đến số liệu cao nhất
 So sánh các đối tượng ở hàng ngang → Nhắc đến số liệu cao nhất

Chỉ cần 2 câu cho phần này

b. Body paragraphs

Note: Không bao giờ được miêu tả từng đối tượng (hàng dọc, hàng ngang) một cách riêng
lẻ. Giám khảo luôn muốn thấy sự so sánh trong bài viết.

+ Dạng table có số liệu thay đổi theo thời gian: nhóm thông tin giống line graph (các đối tượng có
cùng trend nhóm chung với nhau)

+ Dạng table có số liệu ko thay đổi theo thời gian:

Có nhiều cách gộp thông tin và chia đoạn, người học lựa chọn phương án phù hợp với mình nhất
và dễ phân tích nhất để viết.
Cách phân tích phù hợp nhất là nhóm các số liệu lớn nhất vào một nhóm, các số liệu nhỏ hơn vào
cùng một nhóm.
V. Examples

1. Đề bài dạng IELTS Writing Task 1 Table (without trend)

"The table below shows social and economic indicators for four countries in 1994, according to United Nations
statistics."

=> Describe the information shown below in your own words. What implications do the indicators have for the
countries?

You should write at least 150 words.

You should spend about 20 minutes on this task.

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2. Sample answer (without Trend)

The table compares four social and economic aspects for Canada, Japan, Peru and Zaire in the year 1994.

It is clear from the table that Canada and Japan far outweighed Peru and Zaire in terms of their citizens social
and economic conditions.

As the data suggests, yearly average earning for a Canadian was more than 11 thousand US dollar in 1994. The
highest annual earning was in Japan where a citizen made over 15 thousand. Annual income for a citizen in
Peru and Zaire was less than 200 USD and this figure was almost 100 times fewer than that of the former two
countries. Life expectancy was highest in Japan, 78 years, which was marginally higher than that of Canadians
but substantially higher than that of Peru and Zaire, where life expectancy was 51 and 47 years respectively.

Moreover, 99% Canadians and Japanese adults were literate while it was only 68% in Peru. On contrary to that,
two-thirds adults in Zaire were illiterate. Finally, daily calorie supply per person in Canada was the highest,
more than 3.3 kilocalories while it was slightly below than 3 kilocalories in Japan. However, Peru and Zaire
could only ensure less than 2 kilocalories per person in a day.

=> Phân tích ngôn ngữ sử dụng trong bài

Các cấu trúc câu được sử dụng trong bài

The table compares four social and economic aspects for Canada, Japan, Peru and Zaire in the year 1994.

=> S + compares + sth.

The table reveals that Canada and Japan far outweighed Peru and Zaire in terms of their citizens social and
economic conditions.

=> S + outweigh + something + in terms of + something.

The highest annual earning was in Japan where a citizen made over 15 thousand.

=> The highest + be + number.

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 WRITING TASK 1 IELTS

1. Đề bài dạng IELTS Writing Task 1 Table (with trend)

"The table below shows the amount of waste production (in millions of tonnes) in six different countries over a
twenty-year period."

=> Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.

You should write at least 150 words.

2. Sample answer (with trend)

The figure illustrates how much waste produced by six different countries from 1980 to 2000.

In each of these years, the US produced more waste than Ireland, Japan, Korea, Poland and Portugal combined.
It is also noticeable that Korea was the only country that managed to reduce its waste output by the year 2000.

Between 1980 and 2000, waste production in the US rose from 131 to 192 million tonnes, and rising trends
were also seen in Japan, Poland and Portugal. Japan’s waste output increased from 28 to 53 million tonnes,
while Poland and Portugal saw waste totals increase from 4 to 6.6 and from 2 to 5 million tonnes respectively.

The trends for Ireland and Korea were noticeably different from those described above. In Ireland, waste
production increased more than eightfold, from only 0.6 million tonnes in 1980 to 5 million tonnes in 2000.
Korea, by contrast, cut its waste output by 12 million tonnes between 1990 and 2000.

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 WRITING TASK 1 IELTS

PRACTICE :

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 WRITING TASK 1 IELTS

MIXED CHART
1. Biểu đồ kết hợp - mixed là gì
Dạng bài này là sự kết hợp của 2 loại chart với nhau như pie chart, line chart, bar chart hay 1 loại
chart với 1 table.

Các loại biểu đồ kết hợp:

 Table với pie chart
 Table với line chart
 Table với bar chart
 Pie chart với line chart
 Pie chart với bar chart
 Line chart với bar chart
Một vài ví dụ của biểu đồ kết hợp:
Example 1 : Bar Chart và Line Graph
The graph and chart give information and forecast about the vehicle and CO2 emission in England
and Wales between 2000 and 2020

Example 2: Bar Chart và Pie Chart

The bar chart below shows the numbers of men and women attending various evening courses at an
adult education centre in the year 2009. The pie chart gives information about the ages of these
course participants.

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 WRITING TASK 1 IELTS

2. Hướng dẫn cách viết dạng biểu đồ kết hợp - Mixed chart trong IELTS WRITING
TASK 1
Bài viết dạng mixed vẫn chia thành 4 phần như sau:
+ INTRODUCTION: Viết câu mở bài như thường lệ bằng cách paraphrase (viết lại câu hỏi của đề bài
bằng từ ngữ của chính bạn).

"The first chart illustrates... The second chart shows..."

The line graph illustrates …. with the bar chart v-ing ….

+ OVERVIEW: Viết 1-2 câu mô tả những đặc điểm chính, nổi bật. Thường là trong mỗi chart , tìm một
đặc điểm nổi bật để mô tả .

+ BODY 1: Mô tả những đặc điểm chính của chart 1

+ BODY 2: Mô tả những đặc điểm chính của chart 2. Lưu ý là chỉ cần mô tả riêng rẽ từng chart.
Không cần phải có sự so sánh hay kết nối gì giữa chart 1 và chart 2 (trừ khi thấy được sự liên hệ rõ
ràng)

Example: The table and chart below show the domestic water use and cost in 5 countries.

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 WRITING TASK 1 IELTS

Bước 1: Phân tích biểu đồ

 Chọn lọc những số liệu, thông tin nổi bật:
 Số liệu lớn nhất/bé nhất.
 Điểm bắt đầu/kết thúc.
 Xu hướng chính.
 So sánh, tương quan.
Bước 2: Viết Introduction:
Introduction cho Bài domestic water use and cost

Example 1: ‘The bar chart gives information about the household water consumption in the US,
Canada, Italy, France and Germany, and the table compares the water cost in these 5 countries.

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 WRITING TASK 1 IELTS

Example 2: The bar chart illustrates the amount of CO2 emitted from four different means of
transport, and the line graphs shows the number of these vehicles in England and Wales between
2000 and 2020.
Các em có thể dùng các từ “and”, “while” để nối hai vế câu hoặc hai ý của câu với nhau
Bước 3: Xác định ý viết Overview:
- Chỉ ra xu hướng, sự thay rõ ràng của bảng biểu thể hiện, mang tính tổng quát nhất của
biểu đồ.

- Chỉ được nêu những đặc điểm chung nhất và không được nêu ra các số liệu chi tiết cho
phần này.

- Trong Overview, em nên viết hai câu rõ ràng để miêu tả đặc điểm quan trọng nhất của
từng biểu đồ.

Câu overview cho bài domestic water use and cost

Example 1:
‘Overall, the US experiences the highest domestic water consumption while water is most
expensive in France.’

‘In general, water is cheapest in the US among the 5 countries and this country also
witnesses the highest domestic water use.’

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Example 2: It is clear that the amount of CO2 that four kinds of vehicles produce increased
over the period shown, with the figures for the car being always highest. Overall, there is a
sustained rise in the number of vehicles in both nations.

Có thể dễ dàng nhận thấy người viết nêu ra đặc điểm chính của Bar Chart ở câu đầu tiên: khí
thải của các phương tiện luôn tăng, trong đó tăng mạnh nhất là khí thải ô tô.
Còn trong câu thứ hai, người viết đã nêu bật được xu hướng tăng không ngừng lượng xe cộ qua
thời gian.

Bước 4: Nhóm thông tin để viết vào 2 đoạn Body:

* 2 đoạn bodies cho Bài domestic water use and cost
Body 1: Phân tích thông tin ở Bar chart:
Example: About 360 litres of water is used by households in the US. Water use in households
in Canada is slightly smaller, at roughly 330 litres. Domestic water use in Italy and France are
300 and 250 litres, respectively. German households consume the smallest amount of water at
approximately 210 litres.

Body 2: Phân tích thông tin ở Table:

Example: French households spend 2.1 US Dollars for every m3 of water used. Water costs
considerably less in Germany at about $1.35 per m3. This figure is nearly twice as much as the
water cost in Italy, which is only $0.7 per m3. It is even cheaper to buy water in the Northern
America region. Water cost is $0.31 per m3 in Canada and just $0.01 per m3 in the US.
Model answer:
The bar chart gives information about the household water consumption in the US, Canada, Italy,
France and Germany, while the table compares the water cost in these 5 countries.

Overall, the US experiences the highest domestic water consumption while water is most expensive
in France.

As can be seen from the chart, about 360 litres of water is used by households in the US while this
figure for Canada is slightly smaller, at roughly 330 litres. Domestic water use in Italy and France
are 300 and 250 litres, respectively. In addition, German households consume the smallest amount
of water, at approximately 210 litres.

French households spend 2.1 US Dollars for every m3 of water used. Water costs considerably less
in Germany at about $1.35 per m3 and this figure is nearly twice as much as that of Italy, which is
only $0.7 per m3. It is even cheaper to buy water in the Northern America region. Water cost is
$0.31 per m3 in Canada and just $0.01 per m3 in the US.
* 2 ĐOẠN BODIES BÀI CO2 EMISSIONS

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Cách hiệu quả nhất là viết mỗi đoạn miêu tả 1 biểu đồ.
Regarding the bar chart, in 2000, twenty tons of emissions came from the car, followed by
fifteen tons from the truck. The van was responsible for a lower amount of CO2 emission
(approximately thirteen tons), but only about eight tons was produced by bus. Over the twenty-
year period, the amount of emissions from each means of transport is predicted to rise by one to
six tons, but the car is expected to see the fastest increase, with its figure reaching a peak of
over twenty five tons in 2020.

Looking at the line graph, the rise in greenhouse gas emissions stems from the overcrowding of
vehicles. There were twenty million vehicles in 2000 in these nations which climbed gradually
to approximately 40 million in the year 2010. After that, the figure is predicted to peak at
sixteen million in 2020.

3. Những điểm cần lưu ý trong khi phân tích dạng kết hợp - Mixed trong IELTS
WRITING TASK 1
a. Không nên phân tích tất cả thông tin, số liệu có trong bài. Vì nếu xử lý không tốt, bài viết sẽ
quá dài và em sẽ không đủ thời gian làm bài. Nên chọn những thông tin, chi tiết quan trọng thì bài
để bài viết không bị lan man mà đi đúng vào trọng tâm.
b. Phân tích kỹ đặc điểm của biểu đồ để chọn số liệu thích hợp:
- Đối với dạng biểu đồ theo thời gian: phân tích xu hướng, chú ý điểm đầu và điểm cuối
- Đối với dạng biểu đồ không có thời gian: chú ý số liệu cao nhất, số liệu thấp nhất.

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Example:

The line graph illustrates the number of visitors in millions from the UK who went abroad and those
that came to the UK between 1979 and 1999, while the bar chart shows which countries were the
most popular for UK residents to visit in 1999.

Overall, it can be seen that visits to and from the UK increased, and that France was the most popular
country to go to.

To begin, the number of visits abroad by UK residents was higher than for those that came to the
UK, and this remained so throughout the period. The figures started at a similar amount, around 10
million, but visits abroad increased significantly to over 50 million, whereas the number of overseas
residents rose steadily to reach just under 30 million.

By far the most popular countries to visit in 1999 were France at approximately 11 million visitors,
followed by Spain at 9 million. The USA, Greece, and Turkey were far less popular at around 4, 3
and 2 million visitors respectively.

PRACTICE:

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 WRITING TASK 1 IELTS

You should spend about 20 minutes on this task.

The pie chart shows the percentage of persons arrested in the five years ending 1994 and the bar chart
shows the most recent reasons for arrest.

Summarize the information by selecting and reporting the main features and make comparisons where relevant.

Write at least 150 words.

………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………….

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It can be seen from the pie charts that the majority of women were innocent and not imprisoned with
just over 90%, compared to only about 10% of female prisoners. Following the same pattern but with a
slight difference, male counterparts experienced more arrests with around one third of men being
incarcerated while around 70% of them were not, which was about 30% lower than the figure for
women in this respect.

Regarding the bar chart, public drinking was the most common reason for recent incarceration among
both men and women in 1994 with approximately 30% and 37%, respectively. Similarly but to a lesser
extent, the proportion of arrested males giving no answer about the reasons for their imprisonment was
negligible, at below 5%, about 3% lower than the figure for the female counterparts. In stark contrast,
nearly twice as many men as women were arrested because of drinking while driving with about 15%
for the latter. Meanwhile, the remaining causes of lately arrests, namely breach of order, violent attack,
theft and other reasons accounted for similar percentages, ranging from around 12% to under 20% with
more men going to jail than women, except for the case of assaults with about 19% of female convicts.

10
 IELTS WRITING TASK 1 - MAPS

MAPS
I. Introduction
This type of question often shows you a plan of a city in two periods of time, and you have to describe
the main changes between the two periods. The most common time periods are between:
- a time in the past (e.g. 2000) and now
- two times in the past (e.g. 2000 and 2010)
II. Outline: 4 paragraphs
1. A brief introduction to the maps
2. A short overview to describe what has happened to the town in general
3. A detailed paragraph to describe some of the main changes
4. A detailed paragraph to describe other main changes
Note: You should write at least 150 words
III. Grammar and vocabulary for maps
1. Write these verbs in the correct column of the table below
build construct convert cut down demolish enlarge erect expand extend
industrialize introduce knock down make into modernize pull down redevelop
remove replace transform turn into urbanize
Take away Add something new Change into something General statements
else about changes
Cut down Build convert industrialize

Notes: Describe changes: present perfect passive

When you write about changes between a time in the past and now, the main tense is the present perfect
passive
E.g. A new train line has been built.
… a bike-rental scheme has been introduced…
However, ‘take place, become, change’ and ‘make way for’ can’t be passive

E.g. A number of important changes have taken place in the last decades.
The city has become much more modern.
The cinema was knocked down to make way for a new shopping centre.
2. Complete these sentences with a suitable present perfect form of the verb in brackets.
a. The city used to be very green, but it ……………………….. much more industrial. (become)
b. A new sports centre ……………. in the city centre.(construct)
c. The old stadium …………… and replaced by a new one. (demolish)
d. Many significant changes ………….. in the city in the last ten years. (take place)
e. The old town hall ………… and replaced by new flats. (knock down)
f. There used to be a park in the north of the city, but it …………. by a supermarket. (replace)

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g. The old houses ……….. to make way for new apartments. (pull down)
h. There didn’t use to be many skyscrapers, but several ……… in the last few years. (build)
i. In the last 15 years, the city ………. considerably, from a quiet market town into a much busier small city.
(change)
j. The disused factory in the south of the city …….. a shopping mall. (turn into)

NOUN PHRASES FOR MAPS

Instead of using a verb, you can you use a noun phrase.
E.g. One interesting development has been the demolition of the old market.
Another change has been the construction of a new football stadium.
3. Complete this table with the noun forms of the verbs.
verb noun Verb Noun
demolish 1. ……………. Cut down 11. ……….
construct 2. ………….. transform 12. ………
build 3. ………….. industrialize 13. …………
open 4. …………. erect 14. ………
knock down 5. ………… modernize 15. …………
expand 6. ………… urbanize 16. ……
convert 7. ………… redevelop 17. ……..
introduce 8. ………… pedestrianize 18. …….
replace 9. ………. enlarge 19. ……..
extend 10. ………… disappear 20. …….

E.g. ‘the ancient centre of the town was pedestrianized’

4. Complete these sentences with the noun form of the verb in brackets.
a. It is interesting to note that there has been a redevelopment of the port area.
b. Another striking change is the ……………. of the university. (expand)
c. A notable change has been the ………….. of the old trains station into a police station. (convert)
d. The whole city has experienced a significant …………..in the last ten years. (modernize)
e. An interesting development has been the ……… of a bike-rental scheme. (introduce)
f. There didn’t use to be a cinema or shops near the port, but the last few years have seen the …………….. of new
facilities in the port areas. (build)

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MODEL ANSWER

IV. DETAILED OUTLINE

I. INTRODUCTION
1. The map(s) show/ reveal/ illustrate/ demonstrate(s) the changes/ developments/ transformations
which took place/ occurred in the town/ city of … between … and…/ from… to …

2. The maps show how SUBJECT changed/ developed/ was transformed …

II. BODY
In [year] ___, it was a greener/ less developed area with a large number of shanty/ individual houses
and trees.
However, after [how many years] ____, this region witnessed/ underwent dramatic transformations.
The most noticeable is that ….. [trees were cut down / houses were knocked down/ replaced by …]

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Moreover, ________ [S be constructed / sprang up …]

Another development is the construction of Sth. which …. + place
(A further development is __________ / Further developments are __________ and ____________)
Also, ___________
In addition to this, __________
III. CONCLUSION
Overall, a comparison of the two maps presents a major change from a ____ to a ______ over ____
years.
MODEL REPORT

Houses experienced noticeable factories developments

Comparison residential corner facilities construction

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A detailed look at the maps reveals the (1) _____________ which took place in the coastal town of Youngsville
between 1980 and 2005.
Overall, in 1980, the town was much greener (2) ___________ area with a large number of trees and individual
houses but during the next 25 years the town (3) __________ a huge range of dramatic changes.
The most noticeable is that all of the trees south of the river Alanah were cut down with all the houses along the
railway line being knocked down and replaced by skyscrapers. Moreover, a new industrial estate with
(4)________ and warehouses sprang up around the airport and school.
Only a few trees north of the river remained. The woodland was cleared to make way for a park, a golf course
and car parking (5)_________ Further developments are the (6)____________ of a stadium near the north –east
(7)_________ of the lake and a new stretch of railway from the river running directly north. A marina was also
constructed at the mouth of the river.
Overall, a (8)_______________ of the two maps reveal a change from a largely rural area to a mainly urban
landscape.
STRUCTURES FOR WRITING COMPLEX SENTENCES
1. S V / be V3 with O V_ing/ being V_ed/V3
2. S1 V1 while/ whereas/ but S2 V2
3. Relative clause
4. S V, V_ing (same Subjects)
Note: Trees and houses were pulled down, replaced by / converted into …/ turned into
making way for/ giving way to …
WORDS AND PHRASES
General Statement
The town experienced (witnessed/ underwent) significant (noticeable/ remarkable) improvements
(developments/ innovations/ transformations).
1. Over the period, the area witnessed dramatic changes / saw spectacular developments.
2. The village changed considerably over the time period.
3. During the 10-year period, the industrial area was totally transformed/ reconstructed/ developed / completely
modernized.
[Trees] fell (v) = to cut down/ chop down = to clear = pull down
E.g. About 33 million trees are felled each day.
[Buildings] Demolish (v) = to pull down/ knock down
E.g. The house was demolished/ pulled down/ knocked down to make way for the shopping center.
[Buildings] Erect (v) = to construct = to build = to establish
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Developed, extended, expanded, relocated, modernized, renovated

E.g. The guest house was erected in the eighteenth century.
The factory in the city centre was demolished and relocated to the north of the city.
[Leisure facilities] – opened, set up, developed
E.g. A stake park was set up next to the swimming pool.
A park was developed beside the forest.
[Roads, bridges and railways lines] – constructed, built, extended, expanded and removed.
E.g. A further development is a new stretch of the existing railway line = an extension of ….
[Location] – be located (situated) in the south of / northeast of the city.
E.g. The forest to the south of the river was cut down.
The houses in the south-west of the town were demolished.
[Location]
- Be in the vicinity of
- Be adjacent to
- Be in the proximity of / be in close proximity to
- Be next to/ close to/ be near
- Be surrounded by

E.g. I want to live in somewhere surrounded by spectacular beaches.

[Prediction] be projected/ estimated/ forecast/ anticipated/ likely/ predicted
E.g. A play area for children is likely to be constructed adjacent to the school.
MORE VOCABULARY
- Rural/ urban/ suburban/ underdeveloped/ less developed/ uninhabited/ remote area
- Industrial/ commercial/ residential region
- Plot (n) – a plot of farm: thửa ruộng
- Orchard (n):
- Mushroom (v):
= to spring up around/ along
- Estuary (n): cửa biển, cửa sông
- Remain (v):
- Utilize (v):
- Communal (a):
~ communal facilities/ food/ property/ spaces
~ a communal bathroom and kitchen

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PRACTICE 1
You should spend about 20 minutes on this task.
The maps below show the changes that have taken place at the seaside town of Templeton between 1990 and
2005.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

FILL IN THE BLANKS

How the coastal resort of Templeton was (1)_______________ from 1990 to 2005 is clearly illustrated from the
given diagram.
In 1990, the resort was a much greener (2)______________ area with a large number of trees and
(3)_________________ houses but during the next 15 years, it (4)_______________ a huge range of dramatic
(5)_________________. The most noticeable is that all of the trees east of the sea were (6)________, (V_ing/ V3)

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(7)__________________ a factory. The hospital and parking lot in the (8)__________ of the railway line
(9)_______________ whereas an airport (10)________________ near the school.
Meanwhile, in the west, most trees and houses were (11)____________, (V_ing/ V3) (12) ___________________
skyscrapers in the northeast corner of the lake and near the southeast of the sea. Further developments are the
(13)___________________ of a supermarket in the central area and a new stretch of the railway line
(14)_________________ directly from the east to the west. A ferry was also (15)________________ in the
estuary.
Overall, a comparison of the two maps reveals a change from a (16)_________ rural to a mainly (17)__________
landscape.
PRACTICE 2
The diagrams below show the development of a small fishing village and its surrounding area
into a large European tourist resort.
Summarise the information by selecting and reporting the main features, and make
comparisons where relevant.

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Note: to be replaced = be converted into = to be turned into = to give way to = to make way for
MAKE SENTENCES WITH THE FOLLOWING CLUES

The diagram shows how a small fishing village and its surrounding area _______________
was turned into a large European
tourist resort from 1974 to 2004.
this area was underdeveloped with only 12,000 people. In coastal woodland in the
In 1974, this area/ underdeveloped/ 12,000 people// woodland// west/ small village// farm/ raise sheep and
goats/ in the east// olive garden/ centre.

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There/ also/fishing village/ harbor/ large number/ boats/ coast.

However/ next 30 years,/ this region/ dramatic changes/ population/ increase/ significantly/ 80,000 per 50,000
tourist beds.

Noticeable/ all/ trees/ west/ pull down/ give way/ golf course.

Tourist shops/ construct/ where the village/ proximity/ original forest/ remain.

Further development/ transformation/ olive garden/ farmland/ provide/ hotels/ fruits and vegetables.

The fishing village/ homes of local residents/ left/ with/ huge range/ hotels/ high building/ established/ beach/
connect/ the region in the east/ new road/ replace/ farm.

Overall, a comparison of the two maps reveals a change from a largely rural to a mainly tourist landscape.

V. PRACTICE

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SAMPLE ANSWER

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 WRITING TASK 1-PROCESS IELTS

PROCESS

I. Ways of analyzing a process:

1. Tìm ra điểm bắt đầu và kết thúc của quy trình (Process).

2. Nắm rõ quy trình hoạt động của Process (có bao nhiêu bước, những thành phần tham gia, …). Sử dụng câu
hỏi WH.

3. There are 2 kinds of process:

- natural process

- manufacturing process

II. Some useful advice about how to describe a process:

Process diagrams show how something is done or made. They always show steps/stages. Here's some advice
about how to describe them:

 Try to write 4 paragraphs - introduction, summary of main points, 2 detail paragraphs.

 Write the introduction by paraphrasing the question (rewrite it by changing some of the words).

 For your summary, first say how many steps there are in the process. Then say where/how the process begins
and ends (look at the first and last stages).

 In paragraphs 3 and 4, describe the process step by step. Include the first and last steps that you mentioned in
the summary, but try to describe them in more detail or in a different way.

 You could describe the steps in one paragraph, but it looks more organised if you break the description into
two paragraphs. Just start paragraph 4 somewhere in the middle of the process.

 Mention every stage in the process.

 Use 'sequencing' language e.g. at the first / second / following / final stage of the process, next, after that, then,
finally etc.

 Times (e.g. past dates) are not usually shown, so use the present simple tense.

 It's usually a good idea to use the passive for man-made process e.g. ‘At the final stage, the product is
delivered to shops' (because we don't need to know who delivered the product) (but not for natural ones)

III. OUTLINE

A. INTRODUCTION: (Paraphrase the question)

1. The diagram shows/illustrates various/ different / distinct stages in the (production/ manufacture/… of Sth.
from Sth.else)

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2. This diagram illustrates how Sth. is made/ produced/ manufactured from Sth. else through various steps.

the process in which Sth. is made / …

3. The picture [illustrates/ indicates/ shows/ presents] the life cycle of N/ the development of N from sth./ the
way in which noun + verb in the natural process known as .....

B. OVERVIEW

 Overall, there are [how many] stages/ steps in …., beginning at/with …and finishing with … / (The final
step(s) show(s) …)

_______________________________________ , from the stage of …. to the stage of …

 In general, the process includes a series of stages like a natural circle (1 vòng tròn tự nhiên)/ a life cycle
of…………..(một vòng đời của 1 con vật nào đó), but involves……………..main steps, beginning
with……………………..and finishing with…………………….

(linear process/ cyclical process)

C. 2 DETAILED PARAGRAPHS

1. At the beginning of the process, …. = In the first step / stage of this process, = At first, …

Next, /Then, /After that, / Following that …/ Subsequently, …/ From this, …

S in turn V … / Simultaneously, …

2. At the [ordinal number] stage, …

Finally, … / In the last step of the process, …

Note:

 Then, subsequently, in turn are used after TO BE, before main verb.

The liquid then enters a maturation phase before being filtered and then bottled, canned or put into tankers for
transportation.

 Đa dạng cấu trúc trong Process bằng cách sử dụng 4 cấu trúc cơ bản của động từ.
- V_ed (bị động)
- Being V_ed (rút gọn dạng bị động của MĐQH)
- V_ing (nói đến thao tác)
- V_er (máy)
 Một số cấu trúc nên dùng trong khi viết Process
 S + to be + V-ed (bị động)
 E.g. At the beginning of the process, clay is dug from the ground.
 Being + V-ed (mệnh đề quan hệ rút gọn với thể bị động)
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E.g. After being washed, the tomatoes are moved to the grilling stage.
 V-ing (khi nói đến thao tác): chú ý đây là câu rút gọn khi 2 chủ ngữ giống nhau
E.g. After that, the ground, frozen liquid is dried in a vacuum so that the water evaporates,
leaving the coffee granules
 Rút gọn khi 2 câu chung chủ ngữ
E.g. Having mixed the pulp by hand, he uses a rolling pin to flatten the pulp
Having been poured into a shallow tray with some water, the pulp is then mixed by hand
 Sử dùng liên từ phụ thuộc WHILE
E.g. While bottles are transported to a cleaning factory, other kinds of waste are buried in
landfills. (Trong khi những cái chai được vận chuyển đến một nhà máy làm sạch, các loại rác
thải khác được chôn ở bãi rác.)
 Rút gọn với WITH
 E.g. Olives are smashed into olive paste, with olive stones being taken away. (Những trái ô liu
được nghiền thành bột nhão, với những hạt ô liu được lấy đi.)

MODEL REPORT:

The diagram below shows how sugar is produced from sugar beets. Write a report for a university lecture
describing the information in the diagram about sugar.

You should write at least 150 words.

Model answer:

The given diagram illustrates the production of sugar from sugar beets through various stages.

Overall, there are nine stages in the given process, beginning with the delivery of sugar beets after harvesting to
the manufacturing plant and ending with the crystallization to make the final product.

First of all, beets are harvested before being transported by a truck to a factory where dirt and rocks must be
removed. After that, beets which are cleaned in a large washer are cut into small pieces called cossettes. They
are then boiled at 70 degrees to make sugar juice. Subsequently, this liquid goes through the next step when
milk of lime is added to clean it.

As soon as this mixture is filtered to create pure clean sugar juice, it is heated several times at a certain
temperature so that water can evaporate. Finally, it is centrifuged to crystalize into the final product and is
stored before being delivered to customers.

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STRUCTURE FOR WRITING COMPLEX SENTENCES

1. When/ Once/ As soon as/ Before/ After/ While

The sugar beets are harvested from the field. They are transported to a factory by truck.

……………………………………………………………………………………

2. Relative clause (which/ that) (cái nào xảy ra trước thì dùng mệnh đề quan hệ)

The sugar beets are harvested from the field. They are transported to a factory by truck.

……………………………………………………………………………………

3. Adverbial clause (When/ Where)

The beets are transported by truck to a factory. At the factory, they are cleaned thoroughly in large washers.

……………………………………………………………………………………

The sugar juice is boiled at 70 degrees in the next step. In this step, milk of lime is also added to the juice.

……………………………………………………………………………………

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S is / are sent to the next step when S be V3

S go/ goes through the next step when S V

4. Present Participle and Past Participle (Only for Same Subjects)

The sugar beets are harvested from the field. They are transported to a factory by truck.

……………………………………………………………………………………………………..

THE LANGUAGE OF MANUFACTURING PROCESS

Centrifuge (n/v): li tâm, tách chất

Crystallize (v): tạo tinh thể

Recycle (v): tái chế -> recycling (n)

Mill (n) = factory, plant, processing plant, foundry, industrial unit

(v): nghiền

Pulp (n): bột (made by crushing plants, wood, vegetables)

Wood pulp: bột giấy

(v): tạo thành bột

Grade (v): phân loại = classify, class, categorize, sort + INTO

Remnant (n): tàn dư, cặn

Roast (v): rang

Grind (v)-ground-ground: nghiền = crush, pound, pulverize, mill, powder, granulate, grate

Strain (v): lọc nước, để ráo nước

Granule (n): hạt nhỏ E.g. coffee granules

Evaporate (v): bốc hơi (I/T)

Molten (v): làm tan chảy

Solidify (v): đông đặc => solidification (n)

Mould / mold (v/n): khuôn, đổ khuôn

Impurity (n): chất cặn bã

Furnace (n): bình điện phân, bình đốt nóng, nung chảy

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Kiln (n): bình điện phân (a furnace or oven for burning, baking, drying, especially one for calcining lime or
firing pottery)

Ferment (v): lên men -> fermentation (n)

PRACTICE

Practice 1: The diagram below shows how coffee is produced and prepared for sale in supermarkets and
shops.

Sample answer:

The picture illustrates the process of coffee manufacture and preparation for sale on the market.

It is clear that there are 11 stages in the production of coffee. The process begins with the picking of coffee

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beans, and ends at the packing stage.

Looking at the coffee production process in detail, coffee beans must first be picked in the fields. These beans
are then dried, roasted, and cooled before being put in a grinding machine, which turns the beans into coffee
granules.

At the sixth stage in the process, the ground coffee is mixed with hot water, and the resulting mixture is
strained. Next, the mixture is frozen and then passed once again through the grinder. After that, the ground,
frozen liquid is dried in a vacuum so that the water evaporates, leaving the coffee granules. Finally, these
granules are packed into coffee jars for delivery to shops.

(150 words, band 9)

Practice 2:

SAMPLE:

The flowchart illustrates the process of milk production.

Overall, the process consists of 6 steps, starting from the stage of cows grazing to the stage of delivering the
final products to customers.

The first step of the process involves cows which are grazing in grass fields. After that, cows will be milked
twice a day thanks to the use of a special milking machine. Raw milk from cows is then stored in refrigeration

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facilities to ensure that its best quality is maintained. A milk tanker is then used to deliver stored milk to Dairy
on a daily basis.

The Dairy is where industrial and manufacturing techniques are required to create finished milk. After this step,
finished milk will be delivered in two ways. It can be processed one more time to produce cheese, cream and
butter. Otherwise, processed milk from the Dairy will be automatically pasteurised and packaged in an
assembly line. This stage is followed by the delivery of packaged milk to supermarkets and shops where
customers normally purchase their milk.

[172 words]

NATURAL PROCESS

Question 1:

The diagram below shows the water cycle, which is the continuous movement of water on, above and
below the surface of the Earth.

Summarise the information by selecting and reporting the main features, and make comparisons where
relevant.

Write at least 150 words

New Vocab:

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 evaporation (noun): sự bốc hơi

 condense (verb): ngưng tụ

 water vapour (noun): hơi nước

 precipitation (noun): sự kết tủa, sự rơi xuống của mưa

 surface runoff (noun): dòng chảy của nước trên mặt đất

 intrusion (noun) (intrude là verb): sự xâm nhập

 --> salt water intrusion: sự xâm nhập của nước mặn, khiến cho nước ngầm (vốn là nước ngọt) khi chảy
ra đến gần biển sẽ bị làm mặn.

 impervious (adjective): trơ, không thấm nước

 --> impervious layer: lớp đất không thấm nước

Planning:

Introduction Paraphrase lại đề theo template đã cho

Overview Viết theo template đã cho. Đây là một chu trình tuần hoàn nên nó không thực
sự có bắt đầu hay kết thúc, vậy bạn chọn bước nào là bắt đầu cũng được. Ở đây
bài mẫu sẽ bắt đầu từ bước 'evaporation'.

Body paragraph Mô tả từng bước của chu trình này

Sample:

The picture illustrates the way in which water passes from ocean to air to land during the natural process known
as the water cycle.

Overall, the process has different stages starting from when ocean water evaporates, falls as rain,
and eventually runs back into the oceans again.

Beginning at the evaporation stage, 80% of water vapour in the air comes from the oceans. Heat from the sun
causes water to evaporate, and water vapour condenses to form clouds. The second phase labelled
‘precipitation’ on the diagram take place when waterfalls as rain or snow.

At the third stage in the cycle, rainwater may take various paths. Some of it may fall into lakes or return to the
oceans via ‘surface runoff’. Otherwise, rainwater may filter through the ground, reaching the impervious layer
of the earth. Salt water intrusion is shown to happen just before groundwater passes into the oceans to complete
the cycle.
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(Simon, 153 words, band 9)

Question 2: The diagram below shows the life cycle of a salmon, from eggs to adult fish.

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Introduction:

1 câu – paraphrase lại đề thi bằng cách dùng từ/cụm từ đồng nghĩa.
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 WRITING TASK 1-PROCESS IELTS

Vậy là chúng ta sẽ có một mở bài hoàn chỉnh: The diagram illustrates various stages in the development of
a salmon.

Overview

Khoảng 2 câu – chỉ nêu những đặc điểm nổi bật nhất/ chính nhất trong biểu đồ. Đối với dạng Process như trên,
Huyền thường chỉ viết 1 câu nêu 2 đặc điểm:

1. Có tổng bao nhiêu giai đoạn trong cả quá trình?

2. Nói tóm tắt: giai đoạn 1 và giai đoạn cuối

IELTS MR.OKIE | Instructor: Ms. Duong 12

 WRITING TASK 1-PROCESS IELTS

Từ các điểm chính chúng ta rút ra ở trên, ta có một tổng quan như sau: Overall, there are eight stages in the
life cycle of the salmon, starting with eggs and continuing until they become fully-grown adults.

Bodies

OUTLINE

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 WRITING TASK 1-PROCESS IELTS

CHUẨN BỊ TỪ VỰNG

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 WRITING TASK 1-PROCESS IELTS

THÂN BÀI HOÀN CHỈNH

At the first stage in the life cycle, the female salmon chooses the best spot in rivers and lays a massive number
of eggs, which are then incubated before developing into tiny fish. At this point, the fish have a long tail and do
not yet have the appearance of a normal fish. In the next stage, the fish grow quickly in size and move
downstream to freshwater areas, which are suitable for rearing, before migrating to estuaries where they
continue to be reared.

At the following stage in the life cycle, the young fish become much bigger and begin their journey to the ocean
where they develop into mature adult salmon. The adult fish migrate upstream to spawning areas of rivers
where they will mate and spawn, and the life cycle starts again.

Sample Answer

The diagram illustrates various stages in the development of a salmon.

Overall, there are eight stages in the life cycle of the salmon, starting with eggs and continuing until they
become fully-grown adults.

At the first stage in the life cycle, the female salmon chooses the best spot in rivers and lays a massive number
of eggs, which are then incubated before developing into tiny fish. At this point, the fish have a long tail and do
not yet have the appearance of a normal fish. In the next stage, the fish grow quickly in size and move
downstream to freshwater areas, which are suitable for rearing, before migrating to estuaries where they
continue to be reared.

At the following stage in the life cycle, the young fish become much bigger and begin their journey to the ocean
where they develop into mature adult salmon. The adult fish migrate upstream to spawning areas of rivers
where they will mate and spawn, and the life cycle starts again.

(written by Nguyen Huyen)

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 WRITING TASK 1-PROCESS IELTS

Question 3:

The diagrams below show the life cycle of the silkworm and the stages in the production of silk cloth.

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 WRITING TASK 1-PROCESS IELTS

The diagrams illustrate the stages in the life of a silkworm and the process of producing silk cloth.

There are four main stages in the life cycle of the silkworm, from eggs to adult moth. The process of silk cloth
production involves six steps, from silkworm cocoon to silk material.

At the first stage in the life cycle of a silkworm, the moth lays its eggs. Around ten days later, silkworm larvae
hatch from the eggs; these larvae feed on mulberry leaves. Then, after four to six weeks, the larvae become
covered in silk thread, and it takes between three and eight days for a full cocoon to be produced.

For silk cloth production, a cocoon is first selected and then boiled in water. After boiling, the silk thread that
makes up the cocoon is unwound, and then several strands of thread are twisted together. At the fifth and sixth
stages in the process, the thread can either be dyed and then woven into silk fabric, or it can be woven first and
then dyed subsequently.

(Simon, 176 words, band 9)

Question 4:

The diagram below shows the life cycle of a salmon, from eggs to adult fish.

Planning:

 Overview: có tổng cộng nhiều stages trong vòng đời của con cá hồi, bắt đầu bằng việc đẻ trứng đến con
cá spawn and die within 2 weeks

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 WRITING TASK 1-PROCESS IELTS

 Body 1: Từ bước đẻ trứng đến Parr: mô tả các bước này khi salmon nó chưa ra hình dạng của con cá
hoàn chỉnh

 Body 2: từ bước Smoilt đến Spawning adult

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 WRITING TASK 1-PROCESS IELTS

SOMES QUESTIONS FOR FURTHER PRACTICE

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 WRITING TASK 1-PROCESS IELTS

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 WRITING TASK 1-PROCESS IELTS

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 WRITING TASK 1-PROCESS IELTS

IELTS MR.OKIE | Instructor: Ms. Duong 22

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HƯỚNG DẪN VIẾT CÁC ĐỀ PROCESS “CHẾT CHÓC”
2021
BY NGỌC BÁCH
Đề thi số 1 3
Task 1: The diagram shows the small-scale production of smoked fish 6
Đề thi số 2 8
Task 1: The diagrams illustrate the process of building an igloo. 8
Đề thi số 3 10
Task 1: The flow chart shows the procedure to get a driving license in the US. 10
Đề thi số 4 11
Task 1: The diagram below shows the process of generating electricity from coal. 11
Đề thi số 5 13
Task 1: The diagrams illustrate the formation of sand dunes from sand particles. 13
Đề thi số 6 15
Task 1: The diagram below shows the development of cutting tools 15
Đề thi số 7 17
Task 1: The picture below shows a hot balloon works. 17
Đề thi số 8 19
Task 1: The diagrams below show the development of the horse 19
Đề thi số 9 21
Task 1: The diagram shows the life cycle of the silkworm 21
Đề thi số 10 23
Task 1: The diagram shows the life cycle of a honey bee 23
Đề thi số 11 25
Task 1: The diagram shows the life cycle of a salmon 25
Đề thi số 12 27
Task 1: The diagram shows the life cycle of a Monarch Butterfly 27
Đề thi số 13 30
Task 1: The diagrams illustrate 3 different types of bridges. 30

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 LỜI GIỚI THIỆU

Hi các bạn,
Có thể các bạn đã biết, đề thi IELTS task 1 dạng Process gần đây ra ngày càng khó.
Các đề gần đây : mô tả con ngựa. cây cầu, khinh khi cầu, hòn đá...đã khiến nhiều bạn đi thi
gặp khó khăn không ít (nhiều bạn gặp đề cây cầu đã nhắn mình là đọc đề xong chỉ muốn gieo
mình xuống cầu luôn =)) )
Tin không vui với các bạn là các đề này có tỷ lệ ra lại khá cao, nhất là vào thời gian nửa cuối
năm. Như đề hòn đá mình thông kê sơ sơ đã ra lại 7,8 lần rồi
Do vậy, để giúp cho các bạn vượt qua được các bài process khó nhằn này. Mình và team giám
khảo bản xứ của IELTS Ngọc Bách đã tổng hợp và viết bài mẫu cho tất cả các đề process này
và một số đề mới dự đoán ra vào thời gian tới.
Tất cả các bài mẫu ở tài liệu này đều ở mức band 8.0+ và đặc biệt là viết theo phong cách rất
đơn giản, dễ học theo (chứ không sử dụng từ chuyên ngành như các bài mẫu trên mạng)
Nếu nhiều bạn quan tâm, mình và team sẽ tiến hành thu âm toàn bộ bởi giáo viên bản xứ thu
âm chuyên nghiệp ở UK (dạng audiobook).
Các bạn comment "Follow" và ủng hộ bọn mình thật nhiều để mình biết là dự án hữu ích với
các bạn nhé. Nhiều bạn ủng hộ mình sẽ làm nhé
Chúc các bạn học tốt !
-Ngọc Bách-

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 HƯỚNG DẪN SỬ DỤNG SÁCH
1. Đối tượng sử dụng sách

Tất cả các bạn đang tự học IELTS thuộc mọi trình độ . Tất cả các bài viết ở đây (ngoài việc đảm bảo
đủ tốt để đạt band 8.0+) đều được viết theo phong cách đơn giản, dễ học, dễ bắt chước nhất

2. HƯỚNG DẪN HỌC SÁCH HIỆU QUẢ

+ Bước 1: In quyển sách này ra.

+ Bước 2: Đọc kỹ trang “PHƯƠNG PHÁP VIẾT DẠNG PROCESS” ngay phía dưới đây trước để
hình dung một bài viết Process bố cục như thế nào ? Các từ vựng , cấu trúc thường sử dụng khi viết
dạng bài này
+ Bước 3: Lần lượt xem các bài mẫu mình viết. Khi đọc các bạn cố gắng KHÔNG đọc lướt qua như
đọc truyện, đọc báo. Hãy cố gắng phân tích kỹ bài mẫu của mình thì mới hiểu và áp dụng được
1. Mở bài (đoạn 1) mình paraphrase các từ trong đề bài như thế nào ? Các từ mình hay sử dụng ?
2. Tổng quan (đoạn 2) mình chọn các đặc điểm nổi bật trong biểu đồ như thế nào ? Cấu trúc mình dùng
trong các bài mẫu ra sao ?
3. Thân bài (đoạn 3, đoạn 4):
+ Cách mình chia giai đoạn trong mỗi bài Process
+ Mình mô tả từng giai đoạn của Process như thế nào ?
+ Mình dùng các từ như thế nào để gọi tên từng giai đoạn của Process ?
+ Bước 4: Thử viết lại bài viết theo phần dàn ý (report plan) của mình và so sánh với bài viết mẫu

Note: Sẽ rất tốt nếu bạn có giáo viên hay người ở trình độ cao hơn sửa bài cho bạn ở bước 4 này. Các
bạn sẽ tiến bộ nhanh hơn rất nhiều
Các bạn có thể tham khảo thông tin lớp học của mình dưới đây nhé:
+ Lớp học offline:

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 PHƯƠNG PHÁP VIẾT DẠNG PROCESS
Mình hướng dẫn mọi người từng bước cách viết bài dạng này. Cách viết cụ thể như sau:

1) INTRODUCTION
Viết bằng cách paraphrase lại câu của đề bài (viết lại và thay một số từ trong câu của đề bài bằng từ
của bạn)

Các bạn có thể sử dụng cấu trúc sau:

The chart/diagram (shows/describes/illustrates) how + clause
Ví dụ: The diagram shows how fresh apple is canned

2) SUMMARY PARAGRAPH
+ Chỉ ra có bao nhiêu giai đoạn trong process ?
+ Ở đâu và làm thế nào giai đoạn bắt đầu và kết thúc ?
Các bạn có thể sử dụng cấu trúc sau:
There are ….main stages (steps) in the process/in the process of producing…,beginning with…and
ending with…

3) DETAIL PARAGRAPHS
2 khổ thân bài mọi người mô tả chi tiết từng bước của process. Xem cả process từ đầu đến giữa viết
cho khổ 1, từ giai đoạn giữa đến cuối viết cho khổ 2. (Các bạn cũng có thể phân thành 3 khổ nếu phù
hợp với process các bạn gặp)

Có mấy lưu ý sau:

+ Chú ý paraphrase lại các từ của đề bài.
+ Không thể hiện quan điểm bản thân trong bài.
+ Với dạng process thường thời gian không được chỉ ra trong bài -> sử dụng hiện tại đơn.
+ Sử dụng các từ để mô tả thứ tự từng giai đoạn. Ví dụ:
The first step
The first step in the process is
The first stage in the process is
Subsequent steps
Subsequently,
The process continue with…
The next step is
The final step
The process finishes with ...
The process concludes with ...

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Đề thi số 1
Task 1: The diagram shows the small-scale production of smoked fish

Note:
I am unable to edit the diagram. Pls delete 2 mistakes in the diagram. The words ‘small scope about
the production of smoking fish’ and ‘smudging’ are incorrect in this context. You can simply delete
them.
In the process of smoking in the vat, the fish are hung on wires to ‘smoke’. This is not clear in the
diagram, but this is the process that is carried out
Report Plan:
 Paraphrase paragraph: diagram>flow-chart; production of smoked fish>process of
smoking fish
 Summary/Overview paragraph: (1) there are 8 stages (2) name the first stage and the last
stage
 Paragraph 3 (before smoking) – cleaning, placing in salt water, cooking for 5 minutes
 Paragraph 4 (smoking process) – smoking, add colouring, pack in boxes, transportation.

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Report:

The flow-chart illustrates the different stages in the small-scale process of smoking fish.

Overall, it is clear that the process has 8 stages, beginning with the preparation of the fish and ending
with the delivery of the finished product.

First, the fish are cleaned with a knife and prepared ready for the production process, before being
placed in a container of salt water for 30 minutes. Next, they are cooked for 5 minutes in hot salted
water, and the fish are then removed.

The process of smoking is now ready to start. In a vat, the fish are hung by wires on top of some
material which burns and produces smoke. The vat is covered with wood, so that the smoke cannot
escape. After 30 minutes, the fish are smoked and ready for the next stage, which is the addition of
yellow colouring. The smoked fish are then packed in closed containers and, finally, transported in
trucks to where they will be sold.
163 words.

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Đề thi số 2

Task 1: The diagrams illustrate the process of building an igloo.

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Report Plan:
 Paraphrase paragraph: diagrams>pictures; illustrate>show; process>different steps
involved; building>constructing
 Overall/summary paragraph: number of stages (13); mention the first and last steps
 Paragraph 3: describe steps 1-7: making the shape using snow
 Paragraph 4: describe steps 8-13: the steps to finish the construction

Report:
The pictures show the different steps involved in constructing an igloo.
Overall, there are 13 stages, from finding hard-packed snow to cutting ventilation holes in the wall and
roof of the finished igloo.
Using a snow saw, blocks are cut in hard-packed snow. Large blocks are used for the base. Next, the
edges of the blocks are smoothed and placed to form a circle. Then, an entrance is made by digging a
hole under the circular wall. The last opening on the top is filled by a large block, carefully cut to the
exact size.
After that, snow is thrown on the igloo and packed into all the crevices or gaps. Inside the igloo, the
walls are smoothed by hand. Next, the entrance is built and the hole is covered with snow blocks.
Finally, ventilation holes which allow air to enter are cut in the walls and roof, and the igloo is finished.
153 words.

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Đề thi số 3
Task 1: The flow chart below shows the procedure to get a driving license in the US.
The flow chart below shows the procedure to get a driving license in the US. Summarise the
information by selecting and reporting the main features, and make comparisons where
relevant.

Report Plan:
 Paraphrase paragraph: shows>illustrates; procedure>steps; get>obtain
 Paragraph 2: stages up to taking the written exam
 Paragraph 3: next stages – failing or passing the written exam
 Paragraph 4: final stages: failing or passing the road exam.
Report:
The chart illustrates the steps necessary to obtain a US driving license.
First, it is necessary to go to the driving license centre and fill in the forms. An eyesight test is then
given, and no license can be given to those who fail this test. However, those who pass the eyesight
test must then pay the fees and take a written exam.
The result of the written exam determines the next steps. Those failing the written exam may then
retake it and, if they pass, they are then able to take the road exam. Some people may fail the written
test and they are allowed to sit it for a third time and, once more, if they pass they can take the road
exam. If they fail the written exam again, they must pay fees before being allowed to retake the written
exam once more. Others, in contrast, pass the written exam first time and may then take the road
exam immediately.

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Finally, all who pass the road exam will get the driving license. Those who fail must pay fees again
and retake both the written and road exams. (190 words)

Đề thi số 4
Task 1: The diagram below shows the process of generating electricity from coal.

The diagram below shows the process of generating electricity from coal. Summarise the information
by selecting and reporting the main features, and make comparisons where relevant.
Write at least 150 words.

Report Plan:
 Paraphrase paragraph: shows>illustrates; the process of generating electricity>how
electricity is generated
 Overview/summary paragraph: 9 stages, report the first and last stages
 Report stages: coal heating the water to produce steam. Steam drives the turbine to
generate electricity
 Report stages: collection of ash for disposal; collection and cooling of steam to turn back
into water.

Report:
The diagram illustrates how electricity is generated from coal.
Overall, the process has nine stages, beginning with the supply of coal and ending with the disposal
of ash.
First, the supply of coal goes into a pulverizer, a machine which breaks the coal into powder. Then,
the dust from pulverizing the coal is collected before it enters the boiler and it is collected in a stack
for emission. The powder, however, is burned and it is used to heat water in a boiler, to produce
steam. Next, steam from the boiler enters a pipe which connects with a turbine. The steam drives
the turbine which spins a generator to create electricity in the substation/transformer.
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Ash from burning the coal dust is collected from the boiler, ready for disposal. The steam used to
drive the turbine is then cooled, and it is condensed back into water using a cooling system. Finally,
this water is returned to the boiler and the process begins again.
162 words

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Đề thi số 5

Task 1: The diagrams illustrate the formation of sand dunes from sand particles.

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Report Plan:

 Paraphrase paragraph: show>illustrate; how sand dunes are formed>the formation of

sand dunes
 Overview/summary paragraph: (1) report the number of stages (2) mention what
happens in the first and last stages
 Paragraph 3: report on diagrams 1 and 2
 Paragraph 4: report on diagram 3, mentioning the changes in the movement of the
wind.

Report:

The diagrams illustrate the formation of sand dunes from sand particles.

Overall, it is clear that the process consists of 3 stages, beginning with the action of wind blowing
the sand particles, and ending with the formation of the sand dunes on the wet areas of ground.

In the first diagram, sand is blown by the wind over dry and wet ground. In the second diagram,
sand particles continue to be carried by the wind, but now more sand particles collect over the wet
ground, forming small separate piles.

Finally, the third diagram shows how particles of sand continue to gather over areas of wet ground,
with the piles of sand increasing in size. When the piles are big enough, they form sand dunes.
These sand dunes change the direction of the wind by forcing it up one side of the dune and down the
other side. The process is then repeated on the next area of wet ground, to form a series of sand
dunes.

166 words

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Đề thi số 6

Task 1: The diagram below shows the development of cutting tools in the Stone Age.

The diagram below shows the development of cutting tools in the Stone Age. Summarize the
information by selecting and reporting the main features, and make comparisons where relevant.

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Report Plan:
 Paraphrase paragraph: shows>illustrates; tools>instruments; develop>evolve
 Summary/overview paragraph: (1) Tool B sharper and more regular in shape (2) over
the period, the cutting tool became bigger and better
 Paragraph 3: compare the tools (front view) – rough and smooth edges, effectiveness for
cutting
 Paragraph 4: compare the tools (side and back views) – Tool B flat with sharp edges.
Tool A is also smaller.

Report:
The diagram illustrates how the cutting instruments used during the Stone Age evolved between 1.4
million and 0.8 million years ago.
Overall, it is clear that Tool B is sharper and more regularly shaped than the earlier Tool A. Over a
period of 0.6 million years, the cutting tool also increased in size and effectiveness .
The front view shows that the edges of Tool A are rough, revealing its more earlier stage of
development. Whereas Tool A is comparatively primitive, therefore, the smooth edges of Tool B
are clearly more effective as a cutting instrument.
One of the main differences between the tools is shown in the side view diagram. While Tool A is
irregular, in contrast Tool B has a regular, flattened shape. The sharp edge of Tool B is designed for
cutting objects cleanly and easily. Finally, the back view shows most clearly that Tool A is not only
rougher, but is also smaller than Tool B.
161 words

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Đề thi số 7

Task 1: The picture below shows a hot balloon works.

The picture below shows a hot balloon works. Summarize the information by selecting and
reporting the main features.

Report Plan:
 Paraphrase paragraph: picture>diagram; shows>illustrates; how a hot air balloon
works>the working of a hot air balloon
 Overall/summary paragraph: (1) the envelope is the largest part (2) propane is used to
make the hot air
 Paragraph 3: report on the parts below the envelope, including the burner to produce
the hot air
 Paragraph 4: report on the parts of the envelope

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Report:
The diagram illustrates the working of a hot air balloon.

Overall, it is clear that the envelope is the largest part of the total area. In addition, the diagram
indicates that propane is the fuel that is used to produce the hot air.

At the base of the hot air balloon, a propane cylinder is located in the basket. The propane then
mixes with air in the burner, producing a flame to heat the air. Next, the hot air rises inside the
envelope, causing the balloon to rise from the ground, because the hot air is lighter than the cool air
in the surrounding atmosphere. Ropes are shown securing the basket section to the skirt of the
envelope.

In addition to the skirt at the base of the envelope, gores and panels also form part of the envelope
section. A parachute valve at the top of the envelope is a self-sealing flap. This allows the pilot of
the balloon to control the rate at which the hot air can escape.
170 words

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Đề thi số 8
Task 1: The diagrams below show the development of the horse

You should spend about 20 minutes on this task.

The diagrams below show the development of the horse over a period of 40 million years.
Summarise the information by selecting and reporting the main features, and make comparisons
where relevant.
Write at least 150 words.

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Report Plan:
 Paraphrase paragraph: diagram>pictures; show>illustrate; development>evolution
 Overview/summary paragraph: 4 stages, mention the first and last stage
 Paragraph 3: report on the differences between Eohippus and Mesohippus
 Paragraph 4: report on the differences after Mesohippus up to the modern horse

Report:
The pictures illustrate the evolution of the horse over a 40 million-year period.
Overall, four stages are shown, beginning with Eohippus and ending with the development of the
modern horse.
40 million years ago, the first horse, Eohippus, was comparatively small with a short tail. Its defining
characteristic, however, was the structure of its foot, which had 4 digits. Each of the digits was
relatively small. 10 million years later, it had evolved into the larger Mesohippus, with a longer tail
and a foot structure of 3 digits.
Then, in the next stage of development, Merychippus evolved 15 million years ago. It was a similar
size to Mesohippus, and also had 3 digits on its feet, but now the digits on the feet were larger,
divided into segments, and the middle digit was very prominent.
Finally, the modern horse evolved. It is bigger than its predecessors, with a large mane and its foot
structure is a single, very large digit.

160 words
Written by Ngoc Bach

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Đề thi số 9
Task 1: The diagram shows the life cycle of the silkworm

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Report Plan:

 Paraphrase paragraph: diagram>picture; shows>illustrates; life cycle>stages in the life

 Overview/summary paragraph: (1) report the number of stages (2) mention the first
and last stages
 Paragraph 3: because there are 4 stages, report on stages 1 and 2
 Paragraph 4: report on stages 3 and 4.

Report:

The picture illustrates the various stages in the life of a silkworm.

Overall, there are 4 main stages in the life cycle of the silkworm, beginning with the laying of eggs
and ending with the final stage as an adult moth.

At the first stage of the life cycle, eggs are laid by an adult moth on a mulberry leaf. After a period of
approximately 10 days, the silkworm larvae emerge from the eggs and begin to feed on the mulberry
leaves. Next, about 4 to 6 weeks later, the larvae start to become covered in silk thread.

Then, once the larvae are completely covered in the silk thread, which takes between 3 and 8 days, a
cocoon is formed. At the final stage, about 16 days later, the adult moth emerges from the cocoon.
The adult moth will, in turn, lay eggs on mulberry leaves and the life cycle will begin again.

153 words
Written by Ngoc Bach

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Đề thi số 10
Task 1: The diagram shows the life cycle of a honey bee

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Report Plan:

• Paraphrase paragraph: diagram>picture; shows>illustrates: life cycle>stages in

the life
• Overview/summary paragraph: (1) report the total length of the life cycle (2)
refer to the first and last stages
• Paragraph 3: report on stages 1-3
• Paragraph 4: report on stages 4 and 5.

Report:
The picture illustrates the stages in the life of a honey bee.

Overall, the complete life cycle of a honey bee takes from 34 to 36 days. The life cycle has 5 main
stages, beginning with the laying of eggs and ending with the mature adult honey bee.

At the first stage, 1 or 2 eggs are laid every 3 days by an adult female bee. After 9 to 10 days, these
eggs hatch and immature bees – known as nymphs – emerge. Then, as these nymphs develop and
grow larger in size, they moult 3 times, after approximately 5 days, 7 days and 9 days.

Next, when the final moult is completed, the young adult honey bee emerges. This takes place after a
period of about 30 days after the eggs were first laid. At the final stage, the young adult honey bee
takes another 4 days to become fully mature. At this point, the female bee lays eggs and the cycle
will begin again.

164 words
Written by Ngoc Bach

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Đề thi số 11
Task 1: The diagram shows the life cycle of a salmon

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Report Plan:
• Paraphrase paragraph: diagram>picture; shows>illustrates; life cycle> different
stages in the life
• Overview/summary paragraph: (1) report the number of stages (2) refer to the first
and last stages
• Paragraph 3: report on stages 1-3
• Paragraph 4: report on stages 4-5

Report:
The picture illustrates the different stages in the life of a salmon.

Overall, there are 5 main stages in the life cycle of a salmon, beginning with spawning, when eggs
are laid, and ending with the adult salmon.

At the first stage, the adult salmon spawn. Then, the eggs develop during a period of incubation and
the young fish emerge. At the third stage, the young fish undergo a period of rearing, part of the time
in the fresh water where the eggs are laid, and part of the time in an estuary, where fresh water and
sea water meet.

Next, the salmon migrate to the ocean, where they continue to grow and mature for a period, in areas
where this continuation of the rearing process takes place. At the final stage, when the fish have
grown and become mature, they are ready to migrate to spawning areas. The whole cycle is then
ready to begin again.

157 words
Written by NgocBach

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Đề thi số 12
Task 1: The diagram shows the life cycle of a Monarch Butterfly

Report Plan:

 Paraphrase paragraph: diagram>picture; shows>illustrates; life cycle>the various

stages in the life
 Overview/summary paragraph: (1) report the number of stages (2) refer to the first
and last stages
 Paragraph 3: report on stages 1-3 (from egg to larva)
 Paragraph 4: report on stages 4-6 (from chrysalis to adult butterfly)

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Report:

The picture illustrates the various stages in the life of a Monarch Butterfly.

Overall, there are 6 stages in the life cycle of a Monarch Butterfly, beginning when eggs are laid and
ending with the adult butterfly.

At the first stage, the Monarch Butterfly lays eggs on the leaves of a plant. Then, a larva or
caterpillar emerges from the egg and begins to feed on the leaves. The next stage is a period when the
larva continues feeding, and then attaches itself to the plant.

The fourth stage takes place when the larva is transformed into a chrysalis, which is still attached to
the leaf of the plant. Inside the chrysalis, further changes take place. After a period of time, a fully-
formed butterfly emerges from the chrysalis and begins to feed on the nectar of flowers. Finally, as
an adult, the Monarch Butterfly is ready to lay eggs and the cycle will begin again.

155 words
Written by NgocBach

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Đề thi số 13
Task 1: The diagrams illustrate 3 different types of bridges.

Report Plan:

• Paraphrase paragraph: pictures>diagrams; show>illustrate; kinds>types

• Overview/summary paragraph: (1) contrast different designs (2) contrast locations
where these bridges are used
• Paragraph 3: compare arch bridges and concrete girder bridges – height, design,
location
• Paragraph 4: compare suspension bridges with the other types – especially location and
distance between piers

Report:

The diagrams illustrate 3 different types of bridges.

Overall, the design of the bridges differs in terms of their height and the use of piers. Each type is
most suitable for specific locations, such as lakes, rivers or seas.

The arch bridge is constructed to cross small waterways such as lakes, and it has a maximum span of
200 metres. Its height of no more than 100 metres only permits small ships to sail under it. In
contrast, the concrete girder bridge is constructed using piers, which cannot be more than 200
metres apart. However, there is no limit to the number of piers that can be used to cross larger
bodies of water, such as wide rivers. Medium-sized ships can pass under this type of bridge, which
may be 300 metres in height.

Finally, at sea, suspension bridges enable large ships to sail under them, because of the deep water
which they span. The piers can be spaced between 400 and 2000 metres apart - depending on the
topography – up to 10 times the distance between piers of the concrete girder bridge or the arches of
the arch bridge.

189 words

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