TASK 1

ASSESMENT CRITERIA
- Lexical resource
- Grammatical range and accuracy
- Coherence and cohesion
- Task achievement
OVERVIEW
- Bar charts/ Pie charts/ Line graphs/ Tables/ Process
 Dynamic charts- more than 1 year (represent changes/ fluctuations =>
select and report key information: the starting point/ highest point/ lowest
point/ the ending point) and Static charts- 1 year only (represent data at one
specific point => pay attention to the highest and lowest points and logically
compare the numbers with each other)
USEFUL VOCABULARY
- Increase/ decrease from…to (from 50$ to 100$)/ by (increase by 100$)/ of
(an increase of 100$)
- Fluctuate between…and (fluctuate between 50$ and 100$ - certain range)/
around (around 100% - certain figure)
- Remain stable/ unchanged at
- Peak/ bottom at
- Hit a low/ reach a high of
- Over the past... year(s)
- At the start of the year
- Throughout the rest/ remainder of the year
- For the rest/ remainder of the period
- During the same/ given period
- Over the next five years starting from…to…
- One year later
- In the following... year(s)
- There was another...
- Coninue to/ begin to
- The number = The figure
- Before/ after/ after that
- By (by August,..)
 - While/ In contrast
- Under/ Above
- Witness an upward/ downward trend
- Overall
- It is also evident that
- The starting point
- Onwards
INTRODUCTION
- Try to be specific
- Avoid simply copying the original text
- Focus on paraphrasing effectively
+ Using synonyms
+ Using the structure “how” How someone + V + something
OVERVIEW
- It includes two pieces of information “patterns” and “key highlights”
+ Patterns: Look at the categories and compare them
+ Key highlights: Take a general look at the chart and find “the
highest/lowest figures for each category”; “the largest/ smallest gap between
categories”
 Ensure that the information you include reflects the overall trend depicted in
the chart
- Overview should offer a clear and concise summary of the main trend in the
chart
- Well-balanced overview can present patterns and emphasize key highlights
- Double-check to ensure they accurately show the chart’s overall trend
USEFUL STRUCTURES-FOUNDATION
I. 1 CHỦ THỂ, 2 THỜI GIAN
S + V + ADV + Data + Time
 The number of users increased significantly from 40% in 2010 to 60% in
2018
There + be + a/an + Adj + N + Data + in S + Time
 There was a significant increase to 60% in the number of users between
2010 and 2018
 S + witnessed/ experienced/ saw + a/an/ + Adj + N + Data + Time
 The number of users witnessed a significant increase to 40% in 2018
II. 2 CHỦ THỂ, 1 THỜI GIAN
S1 stood at + Data, số lần + as much as that of S2
 The number of Facebook users stood at 60%, about three time as much as
that of Instagram users
S1 stood at + Data + as opposed to/ in comparison with/ compared to + Data
+ S2
 The number of Facebook users stood at 60% as opposed to 20% of
Instagram users
At Data, S1 + V + số lần + as much as that of S2
 At 60%, the number of Facebook users was three times as much as that of
Instragram users
S1 stood at + Data, chênh lệch + higher than S2
 The number of Facebook users stood at 60%, 40% higher than that of
Instagram users

DYNAMIC CHARTS
LINE GRAPH
Introduction - Mở bài (1-2 câu): giới thiệu tên bảng đồ/ thông tin trong biểu đồ
+ Graph name
+ What (thông tin chính biểu đồ miêu tả)
+ Where (ở đâu, nước nào)
+ When (dòng thời gian của biểu đồ) (between...and/ from...to/ over the
period of..years starting from)
+ Category (hạng mục biểu đồ nghiên cứu)
+ Measurement (đơn vị đo)
 + Tense (lựa chọn thì phụ hợp với thời gian của đề bài)
Cấu trúc bài Writing task 1
- Mở bài (paraphrase đề bài)
- Tổng quan (2 câu)
+ Xu hướng chung (tăng/ giảm)
+ Xu hướng nổi bật (số liệu cao nhất/ thấp nhất/ giữ nguyên/ biến động
mạnh nhất)
- Thân bài (3-4 câu) - nhóm xu hướng tăng: miểu tả từng đối tượng qua
các giai đoạn (nên chia theo tăng/ giảm/ ổn định – năm đầu/ giữa/ cuối)
- Thân bài 2 (3-4 câu) – nhóm xu hướng giảm và các hạng mục còn lại
(Trong trường hợp tất cả hạng mục đều tăng/ giảm, chia đoạn theo thứ tự số liệu
cao nhất => thấp nhất, đảm bảo độ dài thân bài cân đối)
+ Thân bài 1: nhóm xu hướng có chênh lệch tăng/ giảm nhiều nhất, có số
liệu cao nhất
+ Thân bài 2: nhóm xu hướng có chênh lệch tăng/ giảm ít nhất và số liệu
thấp hơn

Introduction
Graph name + V (present simple) + what + where + when

E.g: The line graph illustrates the average annual expenditure on books,
technology, and clothes in Vietnam over a period of 9 years starting from 2001
Overview – Không liệt kê số liệu
Overall, it is clear/ evident that + Subject’s unit + witnesssed/ showed an
upward/ downward trend while the opposite was true for

In addition/ Furthermore, Highlight + was seen/ recorded in + catergory

E.g: Overall, while the yearly spending on books witnessed an upward trend,
the opposite was true for technology’s expenditure. Additionally, during most
of the period, the lowest figure can be seen in clothes’s yearly spending
Body – chia số liệu làm 2 phần chính
S + V (trend) + Adv + Data + Time
 The number of Facebook users increase significantly from 10 million to 20
million from 2002 to 2003
There + be + a/an + Adj + N(trend) + in + S
 There was a significant increase in the number of Facebook users between
2002 and 2003
S + witnessed/ experienced/ saw + a/an + Adj + N(trend)
 The number of Facebook users witnessed a significant increase from 10
million to 20 million between 2002 and 2003
Useful languages
- During most of the period
- Over the next...years
- Over the surveyed period/ over the given period
- In the first examined year
- During/ Throughout the same period
- The starting point
- Around/ approximately/ nearly
- From 1990 onwards: từ...trở đi
- Annually = yearly
- Spending = expense = expenditure = The average amount of money spent on
- Stand at
- Double/ triple
- Just over
- There was a shift/ change in
- Respectively
- Since then/ after that
- The number of = The volume of
SAMPLE
The line graph illustrates the average yearly amount of money spent on books,
technology and clothes in Someland over a period of 9 years starting from 2011.
Overall, while the annual spending on books witnessed an upward trend, the
opposite was true for that of technology. Additionally, during most of the period,
the lowest figure can be seen on clothes’ spending.
In 2011, the yearly expenditure on technology stood at around $350 (the highest
figure that year). Between 2011 and 2016, the average amount spent on technology
fell by approximately $100. Over the next four years, this figure declined to only
$200, significantly lower than the starting point.
In the first examined year, the amount of money spent on books stood at just over
$100, which is the smallest figure that year. From 2011 to 2016, this figure nearly
tripled to around $250. From the year 2016 onwards, yearly spending on books
witnessed another increase to nearly $380, the highest figure in the chart. During
the same period, there were no changes in the expense on clothes. This figure
started at $125, and remained stable at around $150 from 2012 to 2020.
The line chart illustrates the percentage of visitors to four places in Schotland
including Aquarium, Castle, Zoo and Festival over the period of 30 years.
It is clear that the percentage of tourists visiting Castle and Zoo increased, the
opposite was true for Aquarium and Festival over the period. It is notable that
Castle was was the most popular tourist attraction in Scotland for most of the
period.
In 1980, the percentage of tourists who choose to visit Castle was nearly 25%.
Over the following 20 years, the percentage of Castle visitors increased
dramatically to about 45% in 1995. After that, it witnessed a considerable drop to
just under 40% in 2010. The figure for Zoo also increased to 20% in 2010, despite
some minor fluctuations around 10% to 15% between 1980 and 2002.
Looking at the other attractions, the proportion of visitors to Aquarium stood at
20% in 1980. Over the next five years, the percentage of travelers paying a visit to
Aquarium reached a peak of nearly 35%. However, since then, this figure fell
significantly to just over 10% in 2010. The figure for Festival visitors also
decreased throughout the period. It stood at 30% in 1980 (the highest figure that
year), but then experienced a gradual decrease to only 18% at the end of the period.

The given line graph presents a comparison of the annual average monthly
spending by Americans on mobile and residential phone services from 2001 and
2010
It is clear that there was a significant increase in mobile phone spending, while
residential phone expenditure witnessed a steady decrease over the 10-year period.
Furthermore, mobile phone spending recorded much higher figures than residential
phone’s from 2016 onwards.
In 2001, the average American spent only $200 on cell phone services, which is the
lowest expenditure in the chart that year. However, this figure increased
dramatically to almost $600 in 2006, surpassing the other service. Spending on
mobile services increased even more between 2006 and 2010, reaching
approximately $800 (the highest figure in the chart)
On the other hand, residential phone services saw a different trend. In 2001, the
average US consumer spent close to $700 on these services, but over the next five
years, yearly spending dropped by almost $200. By 2010, this figure had
plummeted to just about $400, which is only half of the starting point.

The table compares the proportions of individuals using various functions of their
mobile phones between 2006 and 2010.
Overall, a significant increase can be seen in the popularity of almost all the
examined features. Additionally, the primary purpose of mobile phone usage was
making calls.
In 2006, 100% of mobile phone owners used their phones to make calls, and this
figure declined slightly by only 1% in 2010. Text messaging (73%) and taking
photos (66%) were the next most popular functions. The figures for these also rose
to 79% and 76%, respectively, over the surveyed period. Similarly, in the first year,
less than 20% of owners played games or listened to music on their phones. These
figures doubled and tripled to 41% and 26% in 2010.
No data was available for users engaging in Internet searches or recording videos
in 2006. However, the percentage of people using their phones to access the
Internet experienced a significant increase to 41% in 2008 and 73% in 2010. There
was also a substantial rise in the figure for recording videos, reaching 35% in 2010.
TABLE
(Tương tự biểu đồ Line graph)
Từ nối
- Similarly
- However/ In contrast/ By contrast
Introduction
Graph name + V (present simple) + What + Where + When
E.g: The table illustrates/ compares the volume of foreign visitors to five different
countries over a period of fifteen years starting from 1995.
Overview
Overall, A showed an upward trend while the opposite was true for B

Overall, A B and C showed an upward/ downward trend over the given

period

In addition/ Furthermore, [highlight] + was seen/ recorded in + [category]

E.g: Overall, every country saw an upward trend in the total international arrivals
over the given period. In addition, the highest figure was seen in the United States
while France recorded the most significant increase.
Body
TH1: Tăng và Giảm
 Nhóm xu hướng tăng
 Nhóm xu hướng giảm và các hạng mục còn lại
TH2: Tất cả đều tăng hoặc giảm
 Nhóm chênh lệch tăng/ giảm nhiều nhất và có số liệu cao nhất
 Nhóm chênh lệch tăng/ giảm ít nhất và số liệu thấp nhất
USEFUL STRUCTURES
1 CHỦ THỂ, 3 THỜI GIAN
Before/ After + V-ing/ N + time, S + V + Adv
 After reaching the peak of 1000 in 2002, the number of tourists declined
minimally to 900 two years later.
S + V, but later/ then + (it) + V
 The number of tourists reached the peak of 1000 in 2002, but two years later
it declined minimally to 900.
There + be + a/an Adj + N, followed by + a/an + Adj + N
 There was a moderate increase to 90 million in the number of tourists,
followed by a slight decline of approximately 3 million until 2010
Despite + a/an + Adj + N, this figure + V + Adj/ Adv
 Despite a wild fluctuation from 400 to 600 in the number of houses between
January and May, this figure stayed unchanged at 400 in the final two
months.

The table compares how many foreigners travelled to five different countries over
a period of fifteen years starting from 1995.
Overall, every country saw an increase in the total international arrivals over the
given period. In addition, the highest figure was seen in the United States while
France recorded the most significant increase.
In 1995, America welcomed more than 70 million tourists, which outnumbered that
of their counterparts. Ten years later, there was a moderate increase to 90 million,
followed by a slight decline of 3 million in 2010. Despite the decline, the USA’s
2010 figure was still significantly higher than it was in 1995. Similarly, France
witnessed a nearly three-fold growth of 57 million from the starting point of 30
million tourists during the same period. In terms of Malaysia, after standing at 20
million in the first year, the figure steadily went up to reach just over 50 million in
2010.
The other two countries witnessed the lowest rate of arrivals. Both Brazil and
Egypt showed an equal number for tourists at under 10 million in 1995, but then
the figures climbed slowly to 15 million and 20 million, respectively at the end of
the period.

The table illustrates how many tourists paid a visit to a specific Caribbean island in
millions between 2010 and 2017.
Overall, the aggregate arrivals to the island experienced an upward trend. In
addition, more people stayed on the island than on cruise ships between 2010 and
2015; however, visitors preferred the latter from 2016 to the end of the period.
Starting at a higher point than voyage ships, the island accommodated 0.5 million
guests in the first year. After that, the number experienced a three-fold increase to
1.5 million in 2017 despite a slight decrease of 0.25 million in 2016.
An upward trend could also be witnessed in the figure for travelers staying
offshore. From 2010 to 2013, there was a mild fluctuation between 0.25 and 0.5
million in the volume of visitors on cruise ships, followed by a two-fold rise to 1
million in 2014. In the following three years, it doubled to reach 2 million, which
outnumbered that of on-land tourists. In total, one million tourists visited the
Caribbean island in 2010, then this figure showed a significant increase to 3.5
million seven years later.
 PIE
Lưu ý
- Từ vựng chủ đề chi tiêu – Finance
- Đưa ra, miêu tả số liệu phần trăm, phân số
- Sử dụng cấu trúc 1 chủ thể - 3 thời gian
- Nhóm thông tin
Số liệu phần trăm
- The proportion of = The percentage of
- Make up/ account for/ comprise
- Two-fold/ two times
S + experienced/ recorded + a + số lần + increase/ growth

S + ỉncreased/ grew/ dropped + by + số lần

The pie charts compare the allocation of money to different forms of music in three
years in Northern Ireland.
Overall, digital downloads spending witnessed an upward trend, while CDs and
concerts decreased. Additionally, the highest figure was recorded in the proportion
of money spent on CDs in the initial two years, but it was overtaken by digital
downloads in 2011.
In detail, the percentage of money allocated to CDs comprised a considerable 61%
in 2005 before declining by a fifth in 2008 and dropping further to only over a
fourth in 2011. Similarly, although concerts were the second most popular music
expenditure, at around 31% of total music expenditures in 2005, this spending
decreased by a slight 6% in 2008. Concerts then increased in popularity and
reached 28% in the final year.
In contrast, at about 2%, a tiny amount of expenditure was distributed to other
music sources in the whole period. Digital downloads also started at a modest
figure, 6% before its figure increased by approximately four times in 2008. After
three years, an extra 16% of the proportion of the money was allocated to digital
downloads.

The pie charts compare how much money was spent on the six different categories
by Someland local authorities in 1980, 1990, and 2000.
Overall, higher education made up the largest cost, and while spending for
transportation and environment services increased, there were drops in expenditure
on health and human resources and K-12 education.
In all three years, education was always the largest expenditure, accounting for
about a considerable two-thirds of the total. In detail, the funds allocated to higher
education increased by 10% from 35% in 1990 before dropping slightly to 40%
(5% higher than the initial figure) in 2000. However, that of K-12 education saw a
gradual fall from 25% to 20% and 18% in 1980, 1990, and 2000, respectively.
As for other categories, there was a slight increase of 5% in the expenditure on
environmental services, from the smallest budget initially to the second smallest on
at 9% in 2000. Similarly, transportation expenses rose from 16% to 22%, after a
sharp decline to 6% in 1990. In contrast, despite a 6% increase in the first decade,
spending on health and human resources fell to 10% in the end (4% lower than the
first examined year’s)
STATIC CHARTS
BAR
Useful structures
Câu chỉ độ lớn
Overall, the most significant + (unit) + can be seen in + (category) + while
there was the fewest/ the least + (unit) + in + (category)

Overall, (category) + is/ was the highest whereas the opposite is/ was true for
+ (category)

Câu chỉ sự chênh lệch

In addition/ Moreover, the biggest difference was seen in + (category)

MAPS
Một số dạng bản đồ thường gặp
1. Dạng một bản đồ
- Bản đồ đơn
- Đưa ra sự thay đổi có thể xảy ra trong tương lai của một khu vực, như vị trí
được đề xuất của một công trình
- Ít xuất hiện
2. Dạng hai bản đồ
- Đưa ra sự thay đổi của một địa điểm ở hai năm khác nhau
Useful Vocabulary
1. Chỉ phương hướng và vị trí
- Left-hand side/ right-hand side
- Top/ bottom left-hand corner/ right-hand corner
- Perpendicular
- Parallel
2. Xây dựng
- Be built/ constructed/ established/ expanded/ added/ demolished/ converted
into/ replaced with = make way for / moved to = relocated / cut down/
opened up/ remained the same
Introduction
Graph name + V (present simple) + What + Where + When

Overview
Overall, [location] was totally/ completely transformed
In general, [location] witnessed dramatic/ major/ significant changes
(trends)
In addition/ Furthermore…
(significant changes)

Body
- TB1: bản đồ thứ nhất
- TB2: bản đồ thứ hai
 Cách 1: điểm mốc (đường sá, cầu) => khu vực trên/ dưới hoặc trái/ phải của
mốc
 Cách 2: lần lượt đề cập khu vực từ trên => dưới hoặc trái => phải của bản đồ

PROCESS
TYPES
- Natural process: life cycle of animals => active form
- Manufacturing process: materials/ objects => passive form
USEFUL STRUCTURES
 1. Theo thứ trước sau
Linking word (ADV), S + V
(Firstly/ Subsequently/ Then/ Next/ Finally

At the Linking word (ADJ) + stage, S + V

(At the first stage/ At the following stage)

Linking word + V-ing, S + V

(After/ Before…, S + V)

2. Xảy ra đồng thời

While/ At the same time,...

STRUCTURES
Introduction
Graph name + V (present simple) + What

Overview
Overall, the process includes/ can be divided into [number] steps
In general, the process takes [number] months/ days to complete
(Starting/ beginning with + V-ing and concluding with + V-ing)

TASK 2
Requirement:
- Minimum 250 words/ 40 mins
TYPES
- Opinion essays: To what extend do you agree/ disagree? (Opinion-based)
- Discussion essay: Discuss both views and give your opinions (Opinion-
based)
 - Advantages/ Disadvantages essay: Do the advantages outweigh the
disadvantages? (Opinion-based)
- Problem- Solution essay: What are the reasons? What are the solutions?
What are the effects? (Causes-Problems-Solutions)
- Two-part question: What are the reasons? Do the advantages overweight the
disadvantages? (mixed questions) (Causes-Problems-Solutions)
ASSESSMENT CRITERIA
- Task response
- Coherence and Cohesion
- Grammatical range and Accuracy
- Lexical Resources

PARAPHRASING TECHNIQUE
- Synonym
- Word form
- Passive – Active voice
- Word order: dummy subjects/ cleft sentences/ conditional sentences
DEVELOPING MAIN IDEAS
USEFUL STRUCTURES FOR REASONS
Because/ As/ Since + clause E.g: Advertising helps to create brand
awareness since it allows companies to
communicate their message

Due to/ owning to + N E.g: Advertising helps to create brand

awareness since it allows companies to
communicate their message

The reason/ cause is + clause E.g: One clear advantage of

advertisements is that they make
customers more well-informed. The
reason is advertisements provide
valuable information about products,
services, and promotions, which helps
customers make better choices
USEFUL STRUCTURES FOR RESULTS
This leads to + N/V-ing E.g: Adverts, commercials,
promotional videos can inform
potential customers about the product,
its features, and its benefits. This leads
to an increase in sales
Consequently, Clause E.g: advertising is so attractive that it
can make people feel like they need to
buy something immediately.
Consequently, people may overspend
their budget, or buy products that they
do not need
Therefore, Clause E.g: Nowadays, it is hard to watch a
video on a website without
interruptions. Instead, people have to
sit through multiple ads before the
content they actually want to see starts.
Therefore, viewers can feel annoyed
As a result, Clause E.g: Adverts, commercial, and
promotional videos can inform
potential customers about the products,
its features, and its benefits. As a result,
businesses may enjoy an increase in
sales

USEFUL STRUCTURES FOR EXAMPLES

For examples/ instance, clause E.g: Advertising can have negative
impacts on children. For example,
watching advertisements for unhealthy
food can contribute to an increase in
child obesity rates
Such as/ Including + N E.g: There are various forms of
advertising, such as billboards and
social media ads
USEFUL STRUCTURES FOR COMPARISON
Similarly, clause E.g: Video promotions can deliver
compelling messages to a wide
audience. Similarly, social media ads
can reach a vast number of users and
generate high levels of engagement and
brand awareness
In contrast/ Conversely, clause E.g: Nowadays, with the help of
advertisements, if a person is looking
to buy a new phone, they can easily
compare different brands and models
based on the information in
advertisements. In contrast, in the past,
consumers did not have much access
to information about products and
services, but now, with the
commercials or videos, they can make
better buying decisions.

INTRODUCTION AND CONCLUSION

OPINION-BASED
A. ADVANTAGES-DISADVANTAGES
Positive or Negative development?
Introduction
 Sentence 1: Paraphrase the topic
- There has been a trend that…
- An increasing number of people have…
- …has increasingly become…
 Sentence 2: Thesis statement (opinion towards the topic)
- In my opinion/ point of view, this situation represents a positive/ negative
development (to + somebody)…
- In my opinion/ point of view, this is a beneficial/ detrimental development…
Conclusion
 - In conclusion, due to the above reasons, I strongly believe that this
phenomenon is a positive/ negative development
- In short, I firmly opine that the above-mentioned situation undoubtedly
benefits/ does harm to X and Y
- In summary, the overall impacts on X and Y can clearly be seen as a
negative/ positive development
Advantages overweigh disadvantages
Introduction
 Sentence 1: Paraphrase topic
- There has been much controversy about whether A brings more benefits or
drawbacks
 Sentence 2: Thesis statement
- In my opinion, this trend/ situation is more advantageous to (someone)
(because of the aforementioned reasons)
- For my perspectives, the drawbacks of this trend clearly surpass/ exceed its
merits
Conclusion
- In short, it is apparent that A offers more advantages than disadvantages
B. AGREE- DISAGREE
Introduction
 Sentence 1: Paraphrase topic
- One school of thought holds that A…
- Some people argue that A while others believe that B
 Sentence 2: Thesis statement
- From my point of view, I (totally/ strongly/ completely) oppose/ support the
statement/ former/ latter (because)
- Although A is justifiable to some extent, I personally lean towards (agree or
disagree 50/50)
Conclusion
- In conclusion, I totally/ completely agree/ disagree with the idea that…(due
to)
- In conclusion, despite the benefits of A, I strongly support that B…
because…
 C. DISCUSS BOTH VIEWS
Introduction
 Sentence 1: Paraphrase
- A number of people believe that A (school of thought). However, other
content that B (another school of thought)
- Some people argue that A while others believe that B
 Sentence 2: Thesis statement
- Both views are valid, but I prefer/ lean towards…A/B
Conclusion
- In conclusion, although both views are valid to some extent, I still opine that
A/B
FACT-BASED
(Causes/ Effects/ Solutions)
Introduction
 Sentence 1: Paraphrase
- It is true that…
- Some individuals hold the belief that A…
 Sentence 2: Thesis statement
- There are a number of reasons behind this trend/ situation, and several
solutions should be taken into account/ adopted to address/ tackle it
Conclusion
- It is clear that there are various reasons for this problems, and a range of
approaches should be adopted to solve it

TASK 2 – ADVANTAGES AND DISADVANTAGES (EDUCATION)

Four important steps (KIOP):
- Keywords: synonyms => get to know the topic thoroughly
- Idea: brainstorm (from different perspectives)
- Position: which side that you lean towards (the one that you think you have
more ideas about) => develop one’s school of thought
 - Outline: Introduction/ Conclusion/ Main ideas/ Supporting ideas (reasons/
consequences/ examples/ comparisons)
Introduction
 Sentence 1: Paraphrase topic
 Sentence 2: Thesis statement
Body
 The point that you do not support
- It is understandable why some people think (topic) is beneficial/ detrimental
 The point that you support
- However, I believe there are stronger benefits/ drawbacks to V-ing
- Topic sentence: main point
- Point: advantages or disadvantages
- Explain and Expand: reasons/ examples/ evidences
 Linking words for advantages paragraph
- Main point
+ One/ another disadvantage of (topic) is that…
+ One/ another downside of (topic) is that…
- Explanation
+ This is because/ due to the fact that…
+ The reason is because…
+ This leads to/ results in…
- Expansion
+ Such as drawback can be especially detrimental to (a specific group of
people/ places)
+ This is especially challenging to (a specific group of people/ places)
 Linking words for disadvantages paragraph
- Main point
+ One/ another advantage of (topic) is that…
+ One/ another benefit of (topic) is that…
- Explanation
+ This is because/ due to the fact that…
+ The reason is because…
+ This leads to/ results in…
- Expansion
 + Such a benefit is especially important for (a specific group of people/
places)
+ This is beneficial for (a specific group of people/ places)
+ This benefit can result in/ lead to (a group of people/ places)
Conclusion
- In conclusion, it is apparent that (topic) offers more advantages than
disadvantages (or vice versus)
TASK 2: AGREE – DISAGREE (WORK)
Introduction
 Sentence 1: Paraphrase topic
- One school of thought holds that A…
- Some people argue that A while others believe that B
 Sentence 2: Thesis statement
- From my point of view, I (totally/ strongly/ completely) oppose/ support the
statement/ former/ latter (because)
- Although A is justifiable to some extent, I personally lean towards (agree or
disagree 50/50)
Body
 Just pick one: agree or disagree
 Topic sentence
- Paragraph 1: I agree with the idea that…
- Paragraph 2: Furthermore,…
 Expand ideas (supporting ideas)
- Comparison: Meanwhile/ While/ In contrast
- Result: As a result/ consequence/ This results in…
- Explain: Because/ This means that…
- Give examples: Such as/ For instance…
- Conclusion (optional): In short,…
Conclusion
In conclusion, I + restate opinion + because + summarize two main points
 - In conclusion, I totally/ completely agree/ disagree with the idea that…(due
to)
- In conclusion, despite the benefits of A, I strongly support that B…
because…

TASK 2 – DISCUSSION (ENVIRONMENT)

Introduction
 Sentence 1: Paraphrase
- A number of people believe that A (school of thought). However, other
content that B (another school of thought)
- Some people argue that A while others believe that B
 Sentence 2: Thesis statement (personal opinion)
- Both views are valid, but I prefer/ lean towards…A/B (the former/ later)
Body
 Paragraph 1: school of thought 1 (agree/ disagree)
- Main idea 1
- Main idea 2
 Paragraph 2: school of thought 2 (agree/ disagree)
- Main idea 1
- Main idea 2
 Linking words: Firstly/ Secondly/ Moreover/ Furthermore/ The main
reason for this is that/ This is because or due to the fact that/ This can result
in (further explain the idea)
Conclusion
- In conclusion, although both views are valid to some extent, I still opine that
A/B
TASK 2 – CAUSES- PROBLEMS- SOLUTIONS
USEFUL VOCAB
Causes Due to
Because (of)
 Caused by
Brought about by
As a result of
Results Result in
Lead to
Bring about
Give rise to
Solutions So that
In order to
So as to
With the aim of

Introduction
 Sentence 1: Paraphrase
- It is true that…
- Some individuals hold the belief that A…
 Sentence 2: Thesis statement
- There are a number of reasons behind this trend/ situation, and several
solutions should be taken into account/ adopted to address/ tackle it
Body
1. Causes and Effects
 Paragraph 1: Cause
- A range of factors are responsible for (topic)
 Paragraph 2: Problem
- A range of problems resulting from (topic) are worth mentioning
2. Causes and Solutions
 Paragraph 1: Cause
- A range of factors are responsible for (topic)
 Paragraph 2: Solution
- To address this issue, both (A) and (B) should take immediate actions
- To solve this problem, a multi-faceted approach is required
- To tackle this problem, several solutions should be implemented
Linking words
Causes - One reason for the increasing/
decreasing (topic) is that…
 - Another factor that contributes
to this situation is that
- This is because/ due to the fact
that…
- As a result,…
- Therefore,…

Problems - First and foremost, (problem) is

a direct consequence of (topic)
- Moreover, the aforementioned
phenomenon also brings about
(problem)
- The underlying reason is that
- This can attributed to + reason
(N phrase)
- As a result
- Consequently,…
Solutions - The first way to…
- Secondly,…
- Another solution is that
- S + should/ ought to + V
- This can be achieved by + V-
ing
- This is detrimental to/ critical
for (further explain the idea)
- This can help/ allow +
somebody + to do something
- Such an approach will have a
positive effect on

Conclusion
- It is clear that there are various reasons for this problems, and a range of
approaches should be adopted to solve it
TASK 2 – CONSOLIDATION (CHILDREN)
Introduction
  Sentence 1: Paraphrase topic
- Some people state that
- It is believed that
- One school of thought holds that
 Sentence 2: Thesis statement
- There is a range of reasons for this shift, and I believe that this trend is a
negative/ positive development
Body
 Paragraph 1 – Causes
- Topic sentence: A range of factors are responsible for the problem/ for +
[topic]
- Linking words
+ Main point: one reason for the increase/ decrease in [topic] is that//
another factor (that contributes to this situation) is (that)
+ Explanation: This is because/ This is due to the fact that/ The reason is
that
+ Expansion: As a result/ Therefore/ This leads to// For instance/ In contrast
(comparison)
 Paragraph 2 – Personal opinion
- Topic sentence: In my opinion, this situation represents a positive/ negative
development// From my perspective, [topic] + is a beneficial/ detrimental
trend
- Linking words
+ Main point: to begin with, [problem] causes/ allows// Secondly,…
+ Explanation: This is because/ This is due to the fact that/ The reason is
that
+ Expansion: As a result/ For instance/ In contrast
Conclusion
- In conclusion, [reasons] are to blame for… and I strongly opine that this
phenomenon is a negative/ positive development
 STATIC CHARTS
INTRODUCTION
- Try to be specific
- Avoid simply copying the original text
- Focus on paraphrasing effectively
+ Using synonyms
+ Using the structure “how” How someone + V + something
OVERVIEW
- It includes two pieces of information “patterns” and “key highlights”
+ Patterns: Look at the categories and compare them
+ Key highlights: Take a general look at the chart and find “the
highest/lowest figures for each category”; “the largest/ smallest gap between
categories”
 Ensure that the information you include reflects the overall trend depicted in
the chart
- Overview should offer a clear and concise summary of the main trend in the
chart
- Well-balanced overview can present patterns and emphasize key highlights
- Double-check to ensure they accurately show the chart’s overall trend
HOW TO STRUCTURE THE BODY PARAGRAPHS
- Two main approaches: subject-based and category-based => Make sure data
is logically arranged
- Star the paragraph with clear topic sentence that summarizes the main
information
- Group similar information logically for cohesive structure
- Create an outline before beginning to write to effectively organize the data
Category-based division
 - Functions of each sentence
+ Sentence 1: summarize the main information of the paragraph => topic
sentence
+ Sentence 2: Detailed description of the data for the first category
+ Sentence 3: Detailed description of the date for the second category
Subject-based division
- Describe how the date varies across different groups
- Topic sentence => provide descriptions for each group
(Group similar numbers to maintain conciseness)
CRITERIA
Task achievement
- 150+ words
- Clear overview describing trends; one or two highlights of the chart
- Organize data into a body paragraph logically
- Report the main key features sufficiently
- Compare the trends or key features sufficiently
Coherence and Cohesion
- Include a topic sentence of each paragraph
- Use a variety of linking words/ phrases/ sentences
- Use different methods to avoid repetition (avoid repeating the same word in
more than three consecutive sentences)
- Use paraphrasing correctly
Grammatical range and Accurate, Lexical resource
- Correct tense/ article/ form
- Check subject-verb agreement/ verb-noun pairing
- Check punctuation
- A variety of grammar structure
- Use appropriate vocabulary (use formal ones when needed)
“ The Zigzag structure”
D. g: Active activities were more popular with teenagers. Computer use was the
second most common activity for this group, with 1.1 hours…, double the
 half-hour daily average for older individuals. Similarly, the 15-to-24-year-
olds spent 0.6 hours on sports every day, triple the older group.

DYNAMIC CHARTS
INTRODUCTION
OVERVIEW
- Including two pieces of information: “Trends” and “Highlights”
+ Trends: an upward/ downward trend
+ Highlights: The highest/ lowest category/ subject of the chart (the highest/
lowest, and the most significant increase/ decrease)
 Do not include all the “highlights” or “trends”, but focus on the “most
prominent” or the “most overarching” information
HOW TO ORGANIZE DATA INTO TWO BODY PARAGRAPHS
Time-based division
- Divide the essay into two time periods
+ Body paragraph 1: the data from the first half
+ Body paragraph 2: the data from the second half
 Divide the surveyed period into two halves, dedicating each paragraph to
one half
Category-based division/ Subject-based division
- Divide the categories based on the trends
+ Body paragraph 1: increase group/ highest-count category
+ Body paragraph 2: decrease group/ lower-count category
 Arrange information from highest to lowest counts or from increasing to
decreasing trends (if there are two charts, dedicate each paragraph to one
chart)
- Structure
+ Topic sentence
+ Detailed description of the data for the subject with the most significant
changes
+ Transition to the remaining categories
 + Detailed description of the data for these categories
CRITERIA
- Clea overview of trends
- Include key features (shifts in rankings or growth rates)
- Ensure correct usage of cohesive devices to convey clear contrasts or
relationships
- Using different grammar structure: simple sentences/ complex sentences/
passive voice
MAP
INTRODUCTION
OVERVIEW
Unchanged and Changed areas
- Top/ bottom/left/ right/ north/ south/ west/ east
The main changes
- Keep the information more general; avoid specific details
E. g: There is an increase in homes, flats…=> There is an increase in
accommodations
The purpose of the changes
- Use adjectives to describe
F. g: To make it easier to access, more convenient for travelling
 Combine three pieces of information above to craft a concise informative
overview
HOW TO WRITE BODY PARAGRAPH
Zigzag structure
- Use the subject of the previous sentence as a reference point for the subject
of the next sentence
Time-based division
- Each body paragraph will represent a different point in time
Space-based division
 - Each paragraph will address a different area/ region of the map
Purpose-based division
- Each body will focus on a different function of the map
KEY TAKEWAYS
- Choose context-appropriate vocab rather than overly complex words
- Pay attention to grammar
- Ensure a clear organizational structure that helps readers visualize the map
PROCESS
INTRODUCTION
- The picture/ diagram illustrates the process of (how)...
- The total number of steps/ stages involved in the task
- Characteristics of the stages
- The total time needed to complete the process
BODY PARAGRAPH
Tips for Coherence and Cohesion
- Linking words: Firstly/ Subsequently/ Then/Next/ Finally/ Afterward/
Followed by/ Once/ When/ After/ Before/ Which then
IDEA DEVELOPMENT
- Must relevant, fully extended, well-supported
- Effective techniques: cause and effect/ comparison/ examples/ counter-
arguments/ concessions
Reasons/ Causes
- Because/ As/ Since + clause
- Due to/ Owning to/ Because of/ As a result of + N
- This is because + clause
- This can be attributed to the fact that + clause
- The key rationale behind this is that + clause
- The main/ underlying reason is + N
- One factor contributing to this is + N
- The driving force behind this is + N
 - The root cause lies in + N
- This can be explained by + N
Results
A: Cause; B: Effect
Negative Neutral Positive
 A is blamed for B  The key rationale  A lays foundation
 A is the primary behind B is A for B
culprit for B  B can be attributed to  A helps with B
 A triggers B A  A fosters B
 A spells trouble  So/Thus/Therefore/As
for B a result + A
 A takes a heavy  A is synonymous with
toll on B B
 B translate to A

Examples
- Such as/ Including + N => numerous other examples
- Namely/ Particularly/ To be more specific + N
- For example/ For instance +clause
- N + can exemplify this situation
- This is particularly noticeable with + N
- This can be an exemplary model for
ADVANTAGES AND DISADVANTAGES
-

In this day and age, more and more people have been moving abroad where they
are supposed to speak the local language. Some hold the belief that it poses both
social and practical issues. From my point of view, I strongly support the statement
for numerous reasons. I will explain it in my essay.
First and foremost, ineffective communication is attributed to language barrier
which is considered as one of the most concerns. One who does not have adequate
language capacity may experience misunderstandings and misinterpretations when
it comes to interpersonal communication, particularly in academic contexts where
most academic terminologies are used. In the worst case, those suffering from that
may find it hard to make friends and build up their networking, leading to losing a
sense of belonging, isolating themselves from the community. To a serious extent,
one may even undergo depression and anxiety unless they find solutions to tackle
the issue.
Furthermore, one may struggle in their work if they aren’t able to speak the local
language. There are greater chances for one to get a job with a handsome salary if
they excel in multiple languages. Chinese language proficiency, for instance, is in
high demand in the Vietnam labor market for a number of investments from China.
That can be explained why one who is competent at Chinese can earn nearly
double compared to others for the same job.
In short, I completely agree with the idea that speaking a foreign language when
living in a different country may pose problems to one’s socioeconomic life.
LEXICAL SOURCE
- Be attributed to
- Primarily driven by
- Assume that
- Meanwhile/ Whereas
- Seemingly irrelevant to
- Thereby/
-
TIPS
Task 2:
- Try to use a range variety of sentence structures (compound/ complex
sentences; subordinate clauses)
+ Subordinating conjunctions: as if/ in order that/ even if/ whereas/
provided that/ etc.
+ Relative pronounces
MUSEUM
- Have deeper insight into historical events and cultural heritages
- Relics of the past => hold historical and cultural significance => allocate
more funds on historical and cultural sites => famous figures – fanbase
- Online access to H&C knowledge => historical artifacts/ virtual museum
tours/ historical documentation => unverified information =>
misunderstanding/ misinterpreting >< Historical sites: authentic artifacts/
ancient relics
-