Advanced W+R Student's Book

RES - Reliable English School
IELTS Advanced
Writing and Reading
(Student’s Book)
Ha Noi: No 193C3 Ba Trieu Street / No 71 Chua Lang Street

Ho Chi Minh: 197 Nguyen Van Thu Street, District 1 / No 368 Cao Thang, District 10
Website: www.res.vn - Email: res.edu.co@gmail.com
Hotline: 0979043610 – 0906050084
Hanoi, July 2014

RES - Trung tâm luyện thi IELTS, TOEIC hàng đầu Việt Nam
Website: www.res.vn; Hotline: 0979043610
Your Results, RES's Success
IELTS Advanced, July 2014
RES - TRUNG TÂM LUYỆN THI IELTS, TOEIC

HÀNG ĐẦU VIỆT NAM
Đã gần 6 năm kể từ ngày thành lập, RES đã rất vinh dự và tự hào khi được chứng kiến vô số những
thành tích xuất sắc của các bạn học viên đã từng tham gia khóa học tại RES. Rất nhiều trong số đó
đã thi đạt điểm 7.5 – 8.5 IELTS và đi du học ở các trường hàng đầu Thế giới với những suất học
bổng lên tới 100%– những người đã đóng góp một phần rất lớn vào sự phát triển của RES ngày
hôm nay.
KẾT QUẢ CỦA BẠN – THÀNH CÔNG CỦA RES
Khóa học (Từ trình độ High Elementary đến High Advanced)
 Các khóa học General English: Nghe nói phát âm cơ bản, Từ vựng và ngữ pháp cơ bản
 Các khóa học IELTS: Đầy đủ 4 kỹ năng, 2 kỹ năng riêng biệt speaking for IELTS, Writing for IELTS
 Các khóa học TOEIC: Từ trình độ cơ bả n đé n trình độ Advanced (mụ c tieu từ 700 điẻ m trở len)
Thời gia học đa dạng: các khóa học 1 tuần 2 buổi (các khóa học thường), các khóa học cấp tốc 5
buổi/tuần và các khóa cuối tuần (thứ 7 - Chủ Nhật)
RES_ Nổi bật với số lượng học viên đạt điểm IELTS cao nhiều nhất Việt Nam
Hơn 95% học viên sau khóa học đã thi IELTS và đạt được mục tiêu.
 10 học viên đạt 8.5 IELTS
 Hơn 100 học viên đạt 8.0 IELTS
 Hàng nghìn học viên đạt 7.5 & 7.0 IELTS
 4 bạn đạt TOEIC tuyệt đối 990
 Hơn 150 bạn đạt trên 900 TOEIC
Đến với RES, con đường thành công với Tiếng Anh của bạn
sẽ dễ dàng hơn...
Hanoi: No 193 C3 Ba Trieu, Hai Ba Trung District; No 71 Chua Lang, Dong Da District 2
Hochiminh: No 197 Nguyen Van Thu, District 1; No 368 Cao Thang, District 10
CÁC KHÓA HỌC IELTS

Danh sách các khóa học IELTS của RES bao gồm:
I. English background
Trình độ đầu vào: High Elemenatry and Pre Intermediate
Đầu ra: Intermediate
Giáo viên: 100% Giáô viên nước ngôài
Là lớp học nền tảng nhằm bổ sung kỹ năng nghe nói chô các bạn học viên trước khi
ôn luyện IELTS, phát triển vốn từ và nâng caô khả năng giaô tiếp bằng Tiếng Anh.
II. IELTS Foundation

Trình độ đầu vào: Intermediate
Đầu ra: IELTS mục tiêu 5.0
Giáo viên: 50% Giáô viên nước ngôài, 50% giáô viên Viẹ t Nam
IELTS Fôundatiôn là khóa học tiền IELTS nhằm bổ sung đầu đủ 4 kỹ năng trông đó
chú trọng vàô kỹ năng nghe và nói. Phần kỹ năng nói giáô viên sẽ tập trung vàô việc
giúp học viên hiểu câu hỏi, trả lời nhanh và chính xác.
III. Pre-IELTS A
Trình độ đầu vào: Upper Intermediate
Đầu ra: IELTS mục tiêu 5.5
Giáo viên: 50% Giáô viên nước ngôài, 50% Giáô viên Việt Nam
Pre-IELTS chuẩn bị chô học viên một nền tảng kiến thức vững chắc, bổ trợ những kĩ
năng còn thiếu. Sau khóa học, học viên sẽ hôàn tôàn tự tin để phát huy tối đa những
kiến thức lớp IELTS mang lại.
Sửa phát âm rất kỹ
Chỉ ra các lỗi trông Speaking và Grammar
Writing: Hôàn thiện phần writing task 1
Speaking: Hôàn thiện speaking part 1 và part 2 theô một số chủ đề thông dụng.
IV. Lớp Pre IELTS B

Trình độ đầu vào: Upper Intermediate, high Upper Intermediate
Đầu ra: IELTS mục tiêu 5.5-6.0
Giáo viên: 100% Giáô viên Nước Ngôài
Lớp Pre IELTS B giúp học viên hôàn thiện tôàn diện kiến thức 4 kỹ năng Nghe, Nói,
Đọc, Viết
Luyện tập Speaking trông thời gian hạn chế
Writing: Tập trung thực hành phần Writing task 2
Speaking: Tập trung vàô speaking part 2, giới thiệu về speaking part 3
V. Lớp IELTS advanced

Trình độ đầu vào: Advanced
Giáo viên: 100% giáô viên bản ngữ
Lớp IELTS tập trung phát triển và hôàn thiện các kĩ năng cần thiết để đạt điểm caô
trong kì thi.
Các template (mẫu) chô Speaking.
Các template cho Writing Task 1 & Task 2
Sự dụng nhiều idiôm để tăng khả năng ghi điểm
VI. Lớp IELTS cấp tốc mục tiêu 6.5

Trình độ đầu vào: Upper Inter hôặc advanced
Lơp hộ c thié t ké chô cac bạ n hộ c vien cà n thi IELTS trông mộ t thời gian ngan. Lơp
hộ c lien tụ c từ thư hai đé n thư sau. Lơp hộ c se dô 4 giaô vien cù ng đả m nhạ n theô
từng thé mạ nh củ a mình.
VII. Speaking for IELTS

Đầu ra: Speaking mục tiêu 6.5-7.0
Giáo viên: 100% Giáô viên nước ngôà
Đưa các gợi ý, tips chô từng phần trả lời trông phần thi nói để học viên có thể đạt
được số điểm caô nhất
Chú trọng đến việc sửa phát âm (wôrd stressed, sentence stressed, ending sôunds,
sửa cách dùng vôcabulary (văn nói), intônatiôn…)
Phỏng vấn ône tô ône với giáô viên, feedback trực tiếp với học viên
VIII. Writing for IELTS

Đầu ra: Writing mục tiêu 6.5-7.0
Giáo viên: 100% Giáô viên nước ngôài.
Lớp học tập trung vàô các kỹ năng, chiến thuật làm bài để giúp học viên dựa vàô nền
tảng viết của mình có thể nâng được điểm writing nhanh nhất.
Khuyến khích invôlve vàô bài giảng và viết bài ngay tại lớp. Trông mỗi buổi học, học
viên sẽ được viết và chữa ít nhất là 3 bài trên và có 1 bài tập về nhà.
Các bài viết dô giáô viên dạy trên lớp được thay đổi liên tục dựa vàô các đề thi IELTS
mới nhất.
IX. IELTS nâng cao mục tiêu 7.5

Trình độ đầu vào: High Advanced
Đầu ra: IELTS mục tiêu từ 7.5-8.0
Mục đích làm chô học viên quen với sức ép về mặt thời gian trông khi làm bài thi, tăng khả
năng phản xạ, nâng caô tôàn diện các bandscore và giúp học viên đạt số điểm tuyệt đối.
Khóa học chỉ tập trung vàô 2 kĩ năng Speaking và Writing.
Luyện tập Writing Task 1 trông đúng 20 phút và Task 2 trông 40 phút
Luyện tập Full Writing Test trông 60 phút
Chữa bài Writing riêng chô bạn và chữa các lỗi chung ngay tại lớp
Luyện tập Speaking với IELTS Examiner
IELTS Advanced
Writing and Reading
Table of Contents
IELTS Level Table at RES............................................................... 6

Course Syllabus............................................................................... 7
Lesson 1 – Problem-solution essays............................................... 8
Lesson 2 – Problem-solution essays (cont.) ................................... 30
Lesson 3 – Task 1 & Line graph ...................................................... 46
Lesson 4 – Opinion essays ............................................................. 69
Lesson 5 – Opinion essays (cont.) .................................................. 82
Lesson 6 – Bar chart, Table & Pie Chart ......................................... 96
Lesson 7 – Discussion essays ........................................................ 119
Lesson 8 – Advantage/Disadvantage Essays ................................. 138
Lesson 9 – Map & Process & Writing test feedback ....................... 157
Appendix A – IELTS Writing Check Lists ........................................ 170
IELTS Level Table at RES
Name’s Level Skills Input Output Teachers Content
(class) Speaking Writing
English Basic 4 skills Elementary High Elementary 100% Vietnamese teachers Most common daily talks -Word Formation
(3 hours*15 lessons) - Sentence
English Background Speaking and High Elementary High Elementary 100% Native English speaking 15 most common daily conversation
(3 hours*15 lessons) listening Pre Intermediate teachers
IELTS Foundation 4 skills High Elementary Pre Intermediate 50% Native speaking teacher Speaking part 1 - Word Formation
(3 hours* 17 lessons) Pre Intermediate 50% Vietnamese teachers - Sentence
Speaking and listening: 8 lessons - Paragraph
Reading and Writing: 9 lessons
IELTS Foundation intensive 4 skills High Elementary Pre Intermediate 30% Native speaking teacher Speaking part 1 - Word Formation
(3 hours*29 lessons) Pre Intermediate 70% Vietnamese teachers - Sentence
Speaking and listening: 8 lessons - Paragraph
Listening and Grammar: 8 lessons
Pre IELTS A 4 skills Intermediate High Intermediate 50% Native English speaking Speaking part 1: 50% Writing task 1:
(3 hours * 17 lessons) 5.0 IELTS 5.5 IELTS teachers Speaking part 2: 50% Bar charts and Line graphs
Speaking and listening: 8 lessons 50% Vietnamese teachers
Pre IELTS B 4 skills High Intermediate 5.5-6.0 IELTS 100% Native speaking teachers Speaking part 1: 30% Writing task 2
(3 hours* 17 lessons) 5.5 IELTS Speaking part 2: 50% - Discussion Essay
Speaking and listening: 9 lessons Speaking part 3: 20%
Pre IELTS intensive 4 skills High Intermediate 5.5-6.0 IELTS 50% Native English speaking Speaking part 1: 30% Writing task 1:
(3 hours*29 lessons) 5.5 IELTS teachers Speaking part 2: 50% Bar charts and Line graphs
Speaking and Listening: 7 lessons from Pre A and 7 50% Vietnamese teachers Speaking part 3: 20% Writing task 2: Discussion
lesson from Pre B (included the Final test); Essay
Reading and Writing: 8 lessons from Pre A, 7
Lessons from pre B
IELTS intensive 4 skills 6.0 IELTS 6.5-7.0 IELTS 80% Native English Speaking Speaking part 1: 20% Writing task 1: 50%
(4 hours*22 lessons) teachers Speaking part 2: 50% Writing task 2: 50%
Writing task 1: 18 hours Speaking part 3: 30%
Writing task 2: 20 hours
Speaking: 26 hours
Reading and Listening:22 hours
IELTS Advanced 4 skills 6.0 IELTS 6.5-7.0 IELTS 100% Native English speaking Speaking part 1: 20% Writing task 1: 40%
(3 hours* 17 lessons) teachers Speaking part 2: 50% Writing task 2: 60%
Speaking and Listening: 8 lessons Speaking part 3: 30%
Speaking for IELTS Speaking 6.0 IELTS 6.5-7.0 IELTS 100% Native speaking teachers Speaking part 1: 20%
(3 hours * 11 lessons) Speaking part 2: 40%
Speaking part 3: 40%
Writing for IELTS Writing 6.0 IELTS 6.5-7.0 IELTS 100% Native speaking teachers Writing task 1: 40%
(3 hours* 11 lessons) Writing task 2: 60%
Special IELTS Speaking and 6.5-7.0 IELTS 7.5 IELTS 100% Native speaking teachers Speaking part 1: 10% Writing task 1: 40%
(3 hours* 11 lessons) Writing Speaking part 2: 40% Writing task 2: 60%
(target 7.5) Speaking part 3: 50%
COURSE SYLLABUS
- IELTS ADVANCED – WRITING AND READING -
A. COURSE SYLLABUS
Les- Writing Reading Homework

son
1. Task 2  Matching headings  Reading passage
 Problem-solution  True/False/Not Given
essays  Sentence completion
2. Task 2  Classifying information  Reading passage
 Problem-solution  True/False/Not Given  Timed essay
essays (cont.)  Choosing title
3. Task 1  Summary with wordlist  Reading passage
 Line graph  Yes/No/Not Given  Verbs of movement
 Writing task 1 practice
4. Task 2  Summary without wordlist  Reading passage
 Opinion essays  Multiple choice  Writing task 2
 Short answers Error detection and
correction
5. Task 2  Clarifying information  Reading passage
 Opinion essays  True/False/Not Given  Timed essay
(cont.)  Flow charts  Verbs of prediction
6. Task 1  Matching names  Reading passage
 Bar chart  Sentence completion  Comparison
 Table  Choosing title  Writing task 1 practice
 Pie chart Table + Pie chart
7. Task 2  Reading test  Timed essay
 Discussion essays (Passages I + II + III)  Vocabulary for maps
 ‘Writing for IELTS’  Writing task 1 practice
introduction Map
8. Writing task 2  Reading passage
 Advantages/Disadvantages  Timed essay
 Vocabulary for maps
Writing test (Task 1 + Task 2)  Writing task 1 practice
 Vocabulary for
sequences
9. Task 1  Matching phrases N/A
 Map  Table completion
 Process  Multiple choice
Feedback on the
writing test
LESSON 1 – PROBLEM AND SOLUTION ESSAYS
Student’s note
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LESSON 1 – IELTS WRITING
Introduction
Writing task 2
TASK 2 OVERVIEW - looking at exam requirements for IELTS
I. Introduction of IELTS writing test structure:

Task 1: a report
Task 2: an ACADEMIC ESSAY

The recommended timing is: 40 minutes
You are required to write: 250 words or more
TIME MANAGEMENT is
It is recommended that the essay should have essential!!!!!!!
about 250 – 300 words. This is due to the fact
that the more you write, the more likely you
are to go “off-topic,” as well as make more
errors.
II. Different main types of writing task 2 essays

There are four main types:
1. Cause, Effect, Solution essays
- Cause and solution
- Problem and solution
- Solution only
2. Opinion essay (argumentative essay):
- To what extent/how much do you agree or disagree?
3. Discussion essays:
- Discuss both view (and give opinion)
4. Advantage / disadvantage essays
IELTS Writing Task 2 Band Descriptors
Writing task 2
Problem and solution essays
These questions can vary in their style. Some may deal with Causes and solutions, others
with problems and solution, and others with solutions only. This fact needs to be
mentioned to students, and is included in their handouts, but this class will only deal with
problems and solutions, while their homework will include a cause and solution essay for
them to work on.
QUESTION TYPES AND EXAMPLES
Below are examples of possible cause, effect, solution essays that you may come
across in IELTS Task 2 writing.
1. Private car ownership has grown dramatically in recent years.

This has led to a rise in traffic congestion.
What could government and individual do to reduce
congestion?
2. Nowadays, litter and rubbish on the street and sidewalks is

becoming a problem. Some people feel that the best way to
solve this problem is to fine people who throw rubbish on the
streets.
Do you think this would be effective?
What other methods could be used to solve the problem of litter?
3. The gap between rich and poor countries has become more
evident in recent years.
What possible solutions can to lessen the gap?
4. Many people believe that the high levels of violence in films

today are causing serious social problems.
What are these problems and how could they be reduced?
Here you will notice that there are different style questions for this section of writing.
The questions may ask for suggestions/recommendations, or what the problems and
solutions are to a question. Some questions may only ask for solutions, but these
are very uncommon. Before we begin to address these questions, we need to think
of vocabulary to use in our answers. Without the basic terms needed for writing, not
only will our lexical resource suffer, but our coherency and cohesion will also.
1.Language of cause and effect

Linking words within one sentence
Pattern A
CAUSE -------------------------------------------------------------------------------------------------------
EFFECT
Globalization has led to the integration of national economies
has resulted in
has brought about
has meant
Technology is causing a communications revolution
Because technology has developed; there has been a communication revolution.

As
Since
The consequence of technological development has been a communications

revolution.
effect
result
Pattern B
EFFECT------------------------------------------------------------------------------------------------------
CAUSE
National economies are much more integrated due to/because of Globalization.
as a result of
on account of
arising from
as a consequence of
A communications revolution is being caused technological development.

by
There has been a communication revolution because technology has developed.

as
since
The cause of the communications revolution has been technological development.

reason of
Linking words between two sentences:

Pattern C
CAUSE---------------------------------------------------------------------------------------------------------
EFFECT
National economies have become much Therefore, they can trade more
more integrated easily
Consequently,
As a result,
Because of this,
Thus,
For this reason,
Hence,
E.g.:
1.There has been an increase in worker exploitation due to globalization
2.The effect of globalization has caused a rise in corporate greed
3.As/Since profits are returned to the home country, the local economy doesn’t benefit.
Factory workers are sometimes paid as little as $2 per day. Consequently, their standard of
living is very low.
Make a list of all the words or phrases that you and a partner can think of that have to deal
with causes and solutions.
Causes –why something happens Solutions – how to stop something from
happening again
-Reasons -measures
-Is caused by -to tackle
-to deal with
UNDERSTANDING THE QUESTION AND WRITING INTRODUCTIONS
Now that we have some vocabulary for our essay, we need to begin tackling the issue. While
there are many ways to write an essay, the methods in this book have been found to be
some of the easiest.
The structure for “Solution” essays varies slightly from other essay styles. While two
sentences are all that are needed, three sentences allow the writer to better organize their
writing, as well as demonstrate more lexical and grammatical ability. This format also better
follows the “question” structure.
FIRST SENTENCE: General Topic: usually paraphrased from the topic
SECOND SENTENCE: Introducing the problem(s):
Examples:1) One of the main “problems” is…
2) Although there are many “problems”, the most noticeable is…
3) The most easily seen “problem” is…
THIRD SENTENCE: Thesis Statement
Examples:1) This essay will discuss these “problems” and “provide” “some
recommendations” “to reduce” them.
2) This “problem”, among others, will be discussed hereafter, and “methods” which can
“reduce” them will be “given”.
3) The “problems” regarding “this topic” will be examined hereafter, with “some measures”
being given to “aid” in their “reduction”.
The examples provided are only some basic ideas for you to use, and they are not
necessarily the best sentences. All of the words which are written in quotations (“….”) are
capable of being modified. For example, ”problems”, could be written as “issues”.
In order to write a coherent introduction, you must first understand the question. This is done
by reading the question, underlining the key words, and then doing some brief brainstorming.
Look at the question on the following page, and underline the key words with a partner.
Many people believe that the high levels of violence in films

today are causing serious social problems.
What are these problems and how could they be reduced?
You should use your own ideas, knowledge and experience and support
your arguments with examples and relevant evidence.
Write at least 250 words.
Now that you have read the topic, and underlined the key words, a little bit of brainstorming
is needed, especially since we are going to include an example in sentence 2 of our
introduction.
Work with a partner and think of the “problems,” you do not need to worry about solutions
just yet.
Problems Ways to reduce the problems
Once you have some main ideas, you need to choose the main one.
Now, it is time to start writing. Looking at the words that you underlined in the topic, you now
need to work on trying to paraphrase them. Do so in the table below with a partner.
Key word(s) or key phrases Synonyms or ways to paraphrase
Believe
High levels
Violence
Film
Today
Causing
Serious
Social
Problems
LESSON 1 – IELTS READING
Introduction
Skimming a text
Skimming involves moving over the text quickly without engaging deeply in order to
get a general understanding. When skimming, pay attention to nouns and verbs.
Scanning a text
READING PRACTICE – PASSAGE 1

Matching headings; True/False/Not Given; Sentence completion
Action plan for Matching headings
 Read all the headings and underline or highlight the keywords.
 Read the first paragraph of the message, marking the topic sentence(s)
and related phrases and vocabulary.
 Re-phrase the main idea of the paragraph in your mind
 Read the list of headings to see if there is a match between the keywords
in the heading and the words you have marked in the paragraph.
 Choose the heading that best summaries the main idea of the first
paragraph
 Go on to the next paragraph and repeat the Action Plan.
 If you think two headings fit one paragraph, mark both of them and choose
one of them out later.
Action plan for True/False/Not Given

 Read the statements very carefully.
 Underline or highlight the key words or phrases in the first statement and
quickly read the passage for these. Often you will find the same words,
names or numbers in the passage. This is done to help you find the idea
or information and get started in the right part of the passage.
 Read around the words in the passage and see whether the information
agrees with the statement, contradicts it or whether nothing is said about
it.
 Decide whether the answer is True, False or Not Given.
Action plan for Sentence completion

 Read the instructions carefully to see how many words you can write.
 Note the position of the gaps in the sentences.
 Start with the first question and decide what kind of words(s) is/are needed
to complete the sentence.
 Note any grammatical clues, e.g. articles or prepositions, which may help
you find the answer.
 Underline or highlight the key words around each gap and use these to
find the right part of the passage.
 Decide exactly which words or numbers you should write as the answer.
 Read the completed sentence to make sure that it is grammatically correct
and makes sense.
Tips for reading passage 1:

 Read the title and skim the whole passage to get an overall idea of the
content. Spend no more than two minutes skimming the passage at this
stage.
 Learn to analyze the headings quickly. Look at heading (i). Put a box around
the result. Does it mean ‘outcome’? Would you expect to find results at the
beginning, middle or end of the passage?
 For heading (ii), put a box around the word ‘aims’. What tense do you
expect to see in the paragraph? What words are similar to ‘aim’: goal,
plan, hope, want?
 For heading (iii), there is no noun like ‘aim’ or ‘result’, but can you translate
the word ‘what’ into a noun? Is it methods, ways, premises?
 Use the same methods with headings iv – ix. You will not need to use all of
the headings.
 When you have finished, always check the sequence of the headings you
have chosen to make sure it makes sense.
Passage 1
LESSON 1 – REVIEW
1. What types of report that you may be required to write in Writing Task 1?
2. How many types of essays are there in Writing Task 2? What are they?
3. How can your essay be assessed? (based on band descriptors)
4. What is the suitable time allocation to do the two tasks effectively in the IELTS
Writing Test?
5. How many words are required in each Task?
6. List at least three verbs showing a cause. (Cause  Effect)
7. List at least three phrases showing a cause. (Effect  Cause)
8. List at least three linking words in cause-effect relationship.
9. How many sentences should we write in the essay introduction? What is the
purpose of each of the sentences?
10. What words are synonyms of ‘problem’ and ‘solution’?
11. Should we paraphrase to avoid repetition?
12. What are the question types in the IELTS Reading Test?
13. What is skimming? What is scanning? How many ways are there that you can
scan a text?
14. What is the strategy for Matching headings?
15. What are the solutions for True/False/Not Given questions?
LESSON 1 – HOMEWORK
LESSON 2 – PROBLEM-SOLUTION ESSAYS (CONT.)
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LESSON 2 – WRITING
Writing task 2
Problem and solution essays (cont.)
Finally, it is time to write. Use some of the sample structures together with the paraphrased
vocabulary as well as your main example to write an introduction with a partner.
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BODY PARAGRAPHS:
For most essays, we will write 2 body paragraphs. Dealing with this topic, our body
paragraphs will be as follows:
BP#1-Problems
BP#2-Solutions/ways to reduce the problems
This is not the only way to write an essay, but it is generally one of the easiest methods.
PARAGRAPH STRUCTURE :
Each body paragraph needs a topic sentence. This sentence tells the reader what the
paragraph is about. It must match the overall topic, and should match the structure of your
introduction.
Next, we need to write the information. In our “problem” paragraph, we must include our
ideas of what the problems are, and then expand them by explaining why they are the
problems. This is done by providing examples or reasons. Basically, a paragraph should be
structured as follows:
1.Topic sentence
2.First Idea (main problem)
-supporting/descriptive sentences----reason(s)/Example(s)
3.Secondary idea (next problem)
4.Third idea (another problem)----Optional
5.Concluding sentence------optional
-This sentence should sum up what was presented in the paragraph, or link
the paragraph to the next paragraph.
Going back to the brainstorming you did with your partner, begin to organize your paragraph.
Determine what ideas you are going to use, and think of how you could expand them. If you
cannot think of an example or reason, then, the idea is probably not great.
WORKING ON COHERENCY AND COHESION:
Within a paragraph we need to use phrases which show the reader that we are organized.
These range from sequencing words and discourse markers, to conjunctions.
Think of some vocabulary to fill in the following table.
Sequencing Words Conjunctions Adding Words of Concluding

words. which give / linkers extra contrast phrases
reasons information
Words which Words which Words which Words to end
organize our Words to combine Words which show the an argument
ideas show “why” sentences or provide more opposing or provide a
clauses ideas or opinion conclusion
points of view
Firstly, because And In addition, On the other In

hand, conclusion,
Now, can you think of any words which should never begin sentences?
WRITING THE FIRST BODY PARAGRAPH:
Working with your partner, use the ideas you thought of, the structure that was given, and
the vocabulary for coherency to write the first body paragraph.
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WRITING THE SECOND BODY PARAGRAPH:
The second body paragraph is similar to the first. We must use a topic sentence and explain
our ideas. The key thing to remember is that our ideas, in this case “solutions”, must clearly
match the “problems” in the same order as written in BP#1. Another important factor is to
think of how your “solution” can help to tackle the problem. Using examples and reasons to
answer that “question” is one of the best ways to expand your writing.
Now, write BP#2 with your partner:
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WRITING THE CONCLUSION:
Due to the fact that almost the entire essay has been written, we only need to finish the
conclusion. Writing the conclusion is fairly simple. What we must do is restate what the
essay was about in one of two ways.
Style 1: Include a summary of your essay using examples from your writing to
show the problems and solutions. Offer a recommendation/suggestion or a prediction for the
future.
Style 2: Restate the topic and the basic ideas from your essay. Provide your
opinion as to what is the best solution and why.
Work with your partner and write a concluding paragraph:
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LESSON 2 – READING
Classifying information; True/False/Not Given; Choosing title
Action plan for Classifying information in paragraphs

 Underline or highlight the key words in the questions.
 Think about the ideas and language that you need to look for.
 Read the first paragraph and then quickly read through the questions.
 Mark any parts of the paragraph that match the key words in the
questions.
 Write the paragraph letter next to that question.
 Go on to the next paragraph and do the same.
 If you think a question can be matched to more than one paragraph, make
a note of this and come back to the question later to make a decision.
Action plan for Choose title/main idea/theme

 Underline or highlight the key words in the question and the four options.
 Quickly read the sentences that contain the main ideas in each paragraph
of the passage.
 Rule out any options in the questions that you think are definitely wrong.
 Decide which option is correct.
Tips for reading passage 2: For questions 1-6

 Read the instructions carefully. In this instance, you can use any letter more
than once.
.Check if any of the information in the phrases looks as if it might fit together
in the same paragraph.
 Check if any pieces of information will follow other information in the list
Passage 2
LESSON 2 – REVIEW
1. How many body paragraphs should you write? Why?
2. How many types of essays are there in Writing Task 2? What are they?
3. What is the structure of a body paragraph in problem-solution essays?
4. How can you boost up your coherency and cohesion in Writing Task 2?
5. How many styles of conclusion? What are these?
6. What are the tips for Classifying information?
7. How many passages are there in the IELTS Reading Test?
8. How much time should we spend on each passage?
Lesson 2 – Writing task 2 homework

In many countries, schools have severe problems with students’ behaviour.
What do you think causes this? What solutions can you suggest?
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Teacher’s comments and score
LESSON 3 – TASK 1 & LINE GRAPH
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LESSON 3 – WRITING TASK 1
TASK 1 INTRODUCTION
 A report presenting information based on
o a bar chart, line graph and pie chart
o a table
o a process
o a map
 Length: 150 words at least
 Time: 20 minutes
 Weight: 1/3 of the Writing Section
 Marking criteria
o Task Achievement
o Coherence and Cohesion
o Grammatical Range
o Lexical Resource
Task 1 Writing band descriptors
WRITING TASK 1 – LINE GRAPH
Vocabulary for line graphs
 rise  fall  fluctuate  level off  hit a peak  hit a low

 grow  dip  remain flat  reach a peak  reach the
 increase  drop  stabilize  reach a high lowest
 surge  decrease  no change point
 jump  go down  remain stable
 soar  plunge
 rocket  crash
 sink
 tumble
 slump
 plummet
There was a drop in the price of laptops followed by a period of stability.
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Adverbs to show degree/speed
A small change over a long period A fast change over a short period
 gradually  markedly  quickly  dramatically
 slightly  moderately  swiftly  sharply
 slowly but surely  minimally  drastically  steeply
 steadily  marginally  rapidly  suddenly
 slowly  radically
Language of approximation
< > ~
almost just under just over well above around approximately
nearly well under just above well over about roughly
Ways to adding data

To reflect the chart/graph in details, you need to add specific data of a
movement.
Sentence structures
Sentence structure variety is an important marking criterion. Make sure to use as
many complex sentence structures as possible.
A. STRUCTURES
1. Time, S + V + adv
In 2005, the number of students fell quickly.
2. There + be + a/an + adj + N + in + S + time
There was a quick fall in the number of students in 2005.
3. S + saw/witnessed/ underwent/ experienced + a/an + adj + N + time.
The number of students underwent quick drop in 2005.
4. Time + witnessed/ experienced + a/an + adj + N + in + S
The year 2005 witnessed a quick drop in the number of students.
A quick drop was recorded in the number of students in 2005.
B. CONNECTING SENTENCES
1. Before/after + V-ing, S + V (+ adv).
Eg: After declining rapidly, the number of cars climbed remarkably.
2. S + verb + adv, then more/ less + adv
Eg: The number of cars declined slightly in 2001, then more sharply in the
next 5 years.
3. S + verb 1 + adv, but later + verb 2 + adv.
Eg: The number of cars declined slightly in 2001, but later went up sharply in
2005.
4. There was (a/an) + adj1 + N1, which was followed by + a/an + adj2 + N2
was preceded by
led to
Eg: There was a slight decline, which was followed by a sharp growth.
5. S + verb + adv, V-ing, V-ing,… and V-ing.
Eg: The number of cars declined slightly in 2001, remaining constant in the
next 5 years, growing slightly in 2008 and leveling out.
Task 1 practice
Suggested structure for task 1

I. Introduction
- Introductory sentence (remember to paraphrase)
- Overview statement
II. Body (depends on the type of graph)
 Cover key features
 Include specific data at data points
 Make comparisons
III. Summary (Optional)
Writing the introduction

a. Introductory Sentence
- Topics and circumstances are reworded from the question and the chart title.
- Use the question words What? Where? When? to help you
Introduction Topic Circumstances
This graph shows ... the results of our products over 10 years.
...
The diagram outlines rates of economic growth ... between 1990 and 1996.
...
This table lists ... the top ten agencies ... in the industrial world.
This pie chart the company's turnover ... for this year in our sector.
represents
This line chart depicts the changes in sales ... over the past year.
...
This chart illustrates ... the sales of each salesman during the past ten
... weeks.
b. Overview statement
- Write about the general trend or the most striking feature of the graph.
- Use one of the following expressions:
o Overall
o As an overall trend,
o As is clearly shown by the graph,
o As can be seen in the graph,
o As is highlighted in the graph,
Analyzing line graph
- Step 1: Look at the graph and answer the following questions:
o What is the graph about? (What? When? Where?)
o What are the axes of the graph?
o What is the unit used in the graph?
Use the answers for these questions to write an introductory sentence.
- Step 2: Determine the general trend(s) of the subject(s) illustrated in the
graph: increase, decrease, fluctuate or stay constant?
If no apparent trend can be found, compare the lines
Use the answer to write an overview statement.
- Step 3:
o Key features: movements
 If only 1 subject is shown in the graph: Divide the graph into 2-3
different periods based on the major changes in movements. Each
period will be reported in one body paragraph
 If 2 or more subjects are shown in the graph, you have 2 options:
 Report each subject in one body paragraph, with at least 1
comparison between the 2 subjects in each paragraph.
 Divide the graph into 2-3 different periods based on the major
changes. Report the movements of all the subjects in each period
in one pagraph.
o Data points
 Start/End  Similar/Equal
 Lowest/Highest  No change
2. Work with your partner or in group, spend 20 minutes completing this task.
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Summary with wordlist; Yes/No/Not Given
Action plan for Summary with wordlist
 Reading the summary heading (if there is one) to help you find the right
place in the passage.
 Read through the summary to get an idea of what it is about and how
much of the passage it covers.
 Decide what kind of word is needed to complete the first gap, e.g. a noun,
a name, an adjective.
 Note any grammatical clues, e.g. articles or prepositions, which may help
you find the answer.
 Underline or highlight the key words around the gaps.
 Read the passage quickly and decide where the answer to the first
question comes from.
 Decide exactly which words or numbers you should choose from the
wordlist as your answer (usually the words from the wordlist are synonyms
or paraphrases of the words in the passage).
 Read above and below this part to find the rest of the answers.
Action plan for Yes/No/Not Given

Note: You must only answer using the information you read in the passage.
 Read the first statement carefully and re-phrase it in your own words.
 Underline or highlight the key words or phrases in the first statement and
quickly read the passage for these. Often you will find the same words,
names or numbers in the passage. This is done to help you find the idea
or information and get started in the right part of the passage.
 Read round the words in the passage and see whether the view that is
expressed agrees with the statement, contradicts it, or whether nothing is
said about it.
Tips for reading passage 3 (For questions 1-9)

 Decide whether the summary relates to one part or the whole of the
passage. This summary relates to the whole passage and does not have a
title, so look at the title of the passage and skim the passage.
 Skim the summary without looking at the wordlist.
 Decide what type of word is needed for each space and think of your own
word. The answers can be all nouns, or a mixture of nouns, verbs,
adjectives and adverbs.
 Skim the wordlist and try to answer where you can, using grammar and
collocation to help you.
 Check your answers with the passage. Sometimes the answers in the
summary are in different order from the passage.
Reading passage 3
LESSON 3 – REVIEW
1. What are the weights of Writing Task 1 and Writing Task 2?
2. What are the marking criteria for Writing Task 1?
3. List at least three words which can replace the word ‘increase’.
4. List at least three words which can replace the word ‘decrease.
5. What are possible words showing there is no change?
6. What are the two verbs which can go with ‘a peak’ or ‘a low’?
7. Which adverbs showing a fast change over a short period?
8. Which adverbs showing a small change over a long period?
9. List at least three words in the language of approximation.
10. How many ways are there that you can use to add specific data? What are
they?
11. What is the suggested structure for Writing Task 1?
12. What are some words/phrases for an overview statement?
13. What are normally key features in line graphs?
14. What are the tips for Summary with wordlist question type?
15. What is the difference between Yes/No/Not Given and True/False/Not Given
question types?
LESSON 3 – READING HOMEWORK
LESSON 3 – HOMEWORK FOR WRITING TASK 1
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LESSON 4 – OPINION ESSAYS
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Writing task 2
Opinion essays
In these essays, students generally have a hard time deciding what they want to say. Due to
the fact that they are indecisive by nature, they need a bit of assistance to select and report
an opinion. This is tough for many teachers, since we tend to try to instil our own viewpoints
on a student. While being overbearing should be avoided, depending on the class, it may
help to be a little confrontational to their viewpoints.
The structure for most of these questions are simple; write about your opinion and why.
However, at this level, we need to try to get students to look at things from more than one
angle. We are going to force them to try to write an essay where they partially agree with the
topic. This requires them to use concession vocabulary, and to write a concession/rebuttal
paragraph.
CONCESSION SENTENCES:
Concession is a very common structure for IELTS writing. It allows the writer to agree with
an opinion, but to offer other information which often shows another idea or viewpoint.
Look at the following sentences and rewrite them using the vocabulary in the brackets:
Example:
I cannot deny this is an admirable idea. We will have to wait and see what the future holds.
(though)
-Though I cannot deny this is an admirable idea, we will have to wait and see what the future
holds.
1) Increasing the capacity of the phone network is a good solution to the problem. It is not
the only one. (although….may)
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2) This is a sound argument. I think I would want to see more funds made available for new
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3) The facilities are endless. Inner city conditions are cramped. (while…..may)
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4) I do not like the idea of computers controlling systems like transport. They perform a vital
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5) It is clear the quality of public services is improving. More needs to be done. (nonetheless)
OPINION ESSAYS
Opinion topics are generally easy for most students to talk about, but they become more
difficult when they try to write them. This is mainly due to the fact that students are worried
about having the most suitable ideas. What needs to be remembered that a bad idea which
is presented well will get you great results. This is a writing test, not an opinion assessment.
With most opinion essays, writers can easily choose which side they agree or disagree with.
However, there are some topics where we only partly agree or disagree. When we get these,
we must change the structure of our essay slightly.
Generally, we would write 2 or 3 body paragraphs to show our agreement or disagreement,

with each paragraph having its own idea. When we partially agree, we still write 2 or 3
paragraphs, but the second/third one(s) show why we do not agree completely. These are
generally called rebuttal paragraphs
SAMPLE QUESTIONS:
A) Schools should prepare pupils for their future lives and for the world of
employment. Learning about history is not necessary and more emphasis
should be placed on other school subjects.
To what extent do you agree or disagree with this opinion?
B) Free tertiary education is essential for every country since tertiary

graduates are only qualified and educated people that can help countries to
progress in the modern world.
C) In many countries children are engaged in some kind of paid work. Some
people regard this as complete wrong, while others consider this as valuable
work experience, important for learning and taking responsibility.
LOOK AT THE QUESTION BELOW:
Having a balanced diet and eating balanced meals is the key to a healthy life.
To what extent do you agree or disagree?
Looking at this question, underline the key words.

Now, do you agree or disagree 100% with the topic?
Is eating properly important? Why?
Are there any other ways we could live healthily? Example(s)?
You probably agree with most people that eating nutritious meals is essential to being
healthy, but we need to do more than just eat well. Once you have arrived at this opinion, we
need to begin writing our introduction.
WRITING THE INTRODUCTION:
Again, there are many ways to write an introduction, but we are going to continue to use 3
sentences.
FIRST SENTENCE: General Topic/background information: briefly mention what the essay
will be about.
SECOND SENTENCE: Paraphrase the topic
THIRD SENTENCE: Opinion statement (use the concession structure done at the beginning
of class)
Working with a partner, determine what you are going to include in each sentence. Think of
how you could paraphrase the topic, and what type of concession style sentence you could
use to offer your opinion.
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Summary without wordlist; Multiple-choice questions; Short answers
Action plan for Summary without wordlist
 Similar to the action plan for Summary with wordlist, except that you write
words taken from the passage as your answers.
Action plan for Multiple-choice questions

 Underline or highlight the key words in the question or unfinished
statement.
 Match these key words to words in the passage so that you are looking in
the right place for the answers.
 Underline or highlight the key words in the options and re-phrase the ideas
in your mind.
 Read around the section of text you have marked and see if you can find
words or expressions that match the options.
 Some word matches will occur, but check whether the passage is stating
the same or something different from what is stated in the options.

 Read the instructions carefully to see how many words you can write.
 Underline or highlight the key words in each question and decide what
kind of information you need to look for.
 Start with the first question and read the passage quickly to see if you can
find words that are the same as the key words or have a similar meaning.
 Read around these words to find the answer.
 Decide exactly which words and/or numbers you should write as the
answer.

For questions 1-7:
 Skim the summary to decide whether it relates to the whole passage or part
of it.
 This summary does not have a title so look at the title of the passage.
 Check the word limit for each answer.
 Always think about the types of words that are needed, for example, nouns,
verbs, adjectives etc.
 Do not write any words on the answer sheet that are paraphrased in the
summary.
Reading passage 4
LESSON 4 – REVIEW
1. What are some conjunctions used in concession sentences?
2. How many sentences should an introduction paragraph have in opinion
essays? What is the purpose of each of the sentences?
3. What are the tips for Summary without wordlist?
4. What should we do with Multiple-choice questions?
5. What is the strategy for Short answer questions?
Lesson 4 – Writing homework

Some people believe that competitive sports, both team and individual, have no
place in school curriculum.
How far do you agree or disagree?
To some extent I agree with the notion that competitive sports cannot be part of the
school curriculum. However, the amount of time given should not be overlooked.
Sports as a whole is an important part of growing up. Students regardless of their age
take part in exercise individually or as a team member. Take primary schools for instance,
they have playgrounds and fairly enough facilities from which students can take benefit.
In secondary schools students’ attitude to sport changes. The demand for more facilities
and equipments rises. As can be seen, more and more teenagers turn to football,
swimming, every body building outside school hours. They try to make use facilities
available to them at school as well. What is important is time which should not be spent
on taken up sport and not doing other school work or study.
On the other hand, considering the availability of the facilities to all schools is not a bad
idea. To illustrate this, some schools are well equipped while other do poorly. No matter
how little the facility students should be encouraged to take a part in competitive sports.
All in all, I think sport was a part of everyday life in the past and is in today’s sport
attracting societies. The best place you start your life after home is school. Everyone
decides what to do at early age. As for sport, it was part of curriculum vitae in the past
and will be in the future of course, with a better time management. (254 words)
Grade 6
Comments: Though the ideas are relevant and sufficient, faults in ordering and use
of links sometimes cause difficulty for the reader. A good range of vocabulary is
mostly used with precision. A limited but accurate range of complex sentences are
deployed.
This is not a great answer. Your homework is to try to find as many errors as
possible, and then correct them.
LESSON 5 – OPINION ESSAYS (CONT.)
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Writing task 2
Opinion essays (cont.)
WRITING THE FIRST BODY PARAGRAPH:
Now that we have agreed that eating well is essential, we need to write our first body
paragraph explaining why it is important.
What do we get from food? Nutrients.

What type of nutrients? Vitamins, mineral, protein, carbohydrates
Where are vitamins and minerals from? Fruits and vegetables
What do Vitamins and mineral do? Improve our immune system.
What does it do?Fights off illness. (examples)
Where is protein from? Meat, eggs, beans….
What does it do? Builds and strengthens muscles
What do we need muscles for? Daily activities/everything
Where are carbohydrates from? Bread, rice…..
What do they do? Provide energy
What do we need energy for? Daily activities
Using these ideas, work with your partner to write the body paragraph. DO NOT forget to
include the topic sentence
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WRITING THE REMAINING BODY PARAGRAPHS:
To finish the essay, we need to include the “other ways to have a healthy life”. While we only
need one other idea, having more than one would provide us with more opportunity to
display grammar and vocabulary. Remember to include a topic sentence for each
paragraph. (Use concession)
1) Working with your partner, brainstorm the topic sentences for your remaining
paragraphs.
2) Working alone, write one body paragraph while your partner writes the other.
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Now exchange paragraphs and correct any errors your partner has made.
The conclusion for an opinion essay is very similar to the introduction, especially when we
do not totally agree. We need to summarize the topic and show our opinion. The most
important thing is that our opinion must be supported. Then, we have the option of providing
a suggestion or prediction for the future, although this is not mandatory.
Now write your own conclusion for the essay.
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Classifying information in paragraphs; True/False/Not Given; Flow
charts
Action plan for Classifying information in paragraphs
 See the action plan in Lesson 2 – Reading.
Action plan for True/False/Not Given

 See the action plan in Lesson 1 - Reading.
Action plan for Flow charts

 Apply the action plan of summary without wordlist in Lesson 4 – Reading.

For questions 9-13
 Flow charts usually have a heading so use this to locate the relevant part of
the text.
 Treat the flow-chart like a summary. The text may be in note form so pay
particular attention to the grammar.
 Sometimes the information in the flow-chart may be in a different order from
the reading passage.
 For questions that require you to complete information, check the number of
words required for each blank space.
Reading passage 5
Timed essay
You should spend 40 minutes to write the following essay.
Teaching children and young people how to behave is the responsibility of parents,
not schools or government.
To what extent do you agree or disagree.
Write 250 words.
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Writing task 1 - Vocabulary
LESSON 6 – BAR CHART, TABLE & PIE CHART
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LESSON 6 – WRITING TASK 1

Language focus – Comparison sentences
- Start with the subject:
Subject 1 + be + as
as + common/ popular/prevalent + as
as + subject 2.
less than
more than
Eg: Blue cars are as common as red cars.

- Start with the adjective
As many + subject 1 + V + as + subject 2.
Less than
Fewer than
More than
Eg: More red cars are sold than blue cars.

- Start with “There”
There + be + as many + subject 1 + V-ing + as + subject 2.
less V (past than
participle)
fewer than
more than
Eg: There were fewer red cars sold than blue cars.
Language focus – Linking words
While/whereas + clause, clause.
Although/ Even though + clause, clause.
Despite/In spite of + N/NP/V-ing, clause.
In contrast,/ However,/ On the other hand, clause.
Similarly,/ In a similar trend,
Describing a bar chart
Focus: Comparison
Rule: compare within each group of columns, rather than among the groups.
Data points:
- Highest/ Lowest
- Double/ Triple/ Half
- Equal
Work with your partner or in group, spend 20 minutes completing this task.
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Describing a table
In Writing Task 1, you may be required to describe a table. In fact, this type of
report is very similar to describing a bar chart. Then you can apply the same
strategy mentioned above of the bar chart to assist you with the report of the table.
See an example below.
The table can be visualized into a bar chart like this:
Useful age expressions
- People who were 11-14 years old
- People aged 11 – 14
- People at the age of 11 – 14
- 11-14 year old people
- The 11-24 year olds
- People whose age was 11 – 14
- People in the 11 – 14 age group
Now, work with your partner or in group, spend 20 minutes completing this task.
(this could be used as individual homework at home)
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Writing task 1: Describing pie charts
Reporting percentages
NOTES:
The percentage of + Noun
Number + percent
Eg: The percentage of female students is 50 percent.
Structures for proportion
1. Red was the most popular color, with about 49%.

Yellow was the second most popular color.
Blue was the third most popular color.
2. Red came first, which + accounts for + 49%.
occupies
makes up
takes
constitutes
amounted to
secures
3. There was 49% of people choosing red.
49% of people chose red.
Analyzing pie chart
- Focus: Proportion, comparison
- Describe the greatest proportion first
- Then combine the small ones together
- Include data for quarter/half
- Ignore category “others“
Note that the second pie chart is about the forecast in the future (2017). Use the
language of prediction studied in the homework of Lesson 5 to help you. Now, work
with your partner or in group, spend 20 minutes completing this task.
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Matching names; sentence completion; choosing title
Action plan for Matching names

Note: There is only ONE answer for each question. You may use any letter more
than once.
 Put a box around the names of the people in the passage. This will help you
find the answers more quickly.
 Underline key words or phrases in the statements that will help you match
the statements and the people.
 Read around each of the name you have marked in the passage and read
the list of statements quickly to see whether any of them matches.
 Some sentences will be complete paraphrases of the text so you need to be
able to recognize meaning.
 If you think two names fit any of the statements, you will need to come back
to these, as there is only one answer for each statement.
Action plan for Matching names

Action plan for Choosing title


For questions 6-12
 Decide which types of words are missing. Try to guess the meaning of the
missing word and look for a synonym in the passage.
 Check the word limit.
 Don’t write words on the answer sheet that are in the question.
Reading passage 6
LESSON 6 – REVIEW
1. How many types of comparison sentences are there?
2. List at least three linking words showing comparison.
3. What are the key features that need describing in a bar chart?
4. What is an effective to analyze and report a table?
5. What are some other ways to paraphrase ’11-14 year old people’?
6. Can you remember some phrases for reporting percentages?
7. What structures for proportion that we have?
8. How can we analyze and report a pie chart task?
9. What is the strategy for Matching names in IELTS Reading?
Writing task 1 - Comparison
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For students
Underline the linking words in the model answer
LESSON 7 – DISCUSSION ESSAYS
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Writing task 2
Discussion essays
These are generally considered some of the easiest essays for students to write. They
are given the topic and ideas to write and they just need to think of ways to express the
ideas. What usually presents a problem is that weaker students will use the opposing ideas
in each paragraph. Although this could be done well, due to the fact that they are usually
weak, they tend to use exactly the same phrases.
During the writing stage of this class, there is more room for the teacher to provide their
own structures, especially in the introduction. Generally with discussion essays, the first
sentence mentions that the topic is controversial. The second provides both viewpoints. The
third is a thesis statement which mentions that both sides will be discussed. We try to get
students to not include their opinion in the introduction, as it causes more trouble for them
later since they then tend to write more of an opinion essay.
DISCUSSION ESSAYS:
In these types of essays, you will need to read what people believe regarding a topic. Then,
you will have to explain why they feel that way, and finally, provide your opinion.
WRITING THE INTRODUCTION:
STEP 1: Look at the writing task 2 topic below and underline the key words.
Some people believe that prison is not an effective method of reducing crime, while
others feel it helps to stop criminals from reoffending.
Discuss both views, and present your opinion.
STEP 2: Read a candidate’s introduction to this topic:
I completely agree that putting people who break the law in jail may not be the
best way of cutting crime. For some offenders, a life behind bars is, to some
extent, easier than life on the outside so the idea of prison may not deter them
from committing another crime.
STEP 3: Match the words/phrases the candidate used to the key words you underlined in the
topic. Make a list below:
Key word Candidate’s word/phrase Candidate’s word/phrase
Were the words you underlined paraphrased well?
Can you think of any other words which you could have used?
Did the candidate write a good introduction?
Would you have done anything differently?
If yes, then what would you have changed?
If not, then explain why not?
STEP 4: Now that you have a sample introduction and some key words, write your own
introduction to the topic:
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STEP 5: Swap your answer with a partner. Read their answer and underline any mistakes.
Provide some verbal feedback regarding how you think they did, or how they could improve
their response.
STEP 6: Think of ways in which the words underlined in the question below could be
paraphrased.
Many parents believe that children benefit from taking part in clubs
or extra classes outside normal hours. Others feel that children
should spend their time with their family when they are not in
school. Discuss both views and provide your opinion.
Parents
Believe
Children
Benefit from
Taking part in
Clubs or extra class outside

normal hours
Spend their time
Family
School
STEP 7: Compare your words with a partner’s.
STEP 8: Write an introduction using some of the words that you or your partner had thought of.
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Some people believe that there should be a fixed punishment for each type of
crime. Others; however, argue that the circumstances of an individual crime,
and the motivation for committing it, should always be taken into account
when deciding on the punishment.
Discuss both views and give your own opinion.
Working with your partner, write the introduction to this topic in 3-5 minutes. (Use some of
the crime vocab from the examples that were just done in class)
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WRITING THE BODY PARAGRAPHS:
The structure is the same as what we used in class 1:
1. Topic sentence
2. First Idea
3. Secondary idea
4. Third idea -------------------Optional
5. Concluding sentence------optional
-This sentence should sum up what was presented in the paragraph, or link
the paragraph to the next paragraph.
What is very important here is that we brainstorm well. With a partner, get as many ideas
down for each viewpoint as possible.
View one ------ View two ------
Now share your ideas with another group. Do they have the same ideas?
Next, write the body paragraphs. Remember the topic sentence, and to use the sequencing
words from lesson 1.
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The conclusion is like any other conclusion. However, in this one we must provide a very
strong opinion. We usually use a phrase like:
A)The “former” outweighs the “latter”
In the conclusion we need to explain our opinion. WE MUST CHOOSE A SIDE!!!!!! What is
most important is why we feel the way we do. Be very clear and concise in choosing your
reason to support your opinion.
Now, write your own conclusion to the crime question.
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Once finished, exchange answers with a partner and correct any errors.
OTHER SAMPLE DISCUSSION ESSAYS:
A) Some people think it is better to give donations to local charitable

organizations while others choose to give to national or international
bodies.
Discuss both views and give your opinion
B) Today there is increasing concern over environmental problems. While
some people believe that we must solve these problems on a domestic
level others think that only through international cooperation can
environmental issues be dealt with.
Discuss both view and give your opinion.
C) Some people believe that genetically modified (GM) crops are a
positive development. Others, however, argue that they are potentially
dangerous.
Discuss both views and give your own opinion.
WRITING FOR IELTS CLASS (7.0-7.5) – COURSE OUTLINE – TASK 1

Focus Content Writing Homework
1. Language 1. Task 1 Introduction Description Learn by
2. Types of Task 1 Sentences heart the
3. Dos and Don’ts theory in
4. Peer Checklist items 5-11
5. Movements/ Trends
6. Degree/ Speed
7. Prepositions of movements
8. Amounts
9. Approximation
10. Referencing Language
11. Sentences
12. Connecting Sentences
2. Line 1. Prepositions Line Graph Line Graph
Graph 2. Task 1 Suggested Structure
3. Analyzing Line Graph
4. Analysis Practice
3. Bar 1. Compare/Contrast Language Single Bar Line Graph
Chart 2. Age Expressions Chart and Bar
& 3. Analyzing Bar chart Triple Bar Charts
Combined 4. Analysis Practice Chart
Graphs 5. Analyzing Combined Graphs
4. Table & 1. Language of Proportion Triple Pie Bar Chart &
Pie Chart 2. Language of Prediction Chart Pie Chart
3. Analyzing Pie Chart Table
4. Analyzing Table
5. Map & 1. Analyzing Map Map Process &
Process 2. Analysis Practice Process Pie Chart
3. Analyzing Process Diagram
4. Analysis Practice
5. Language of Order, Purpose &
Result
WRITING FOR IELTS CLASS (7.0-7.5) – COURSE OUTLINE – TASK 2

Students’ level: advanced – upper advanced
Target: 7.0-7.5 IELTS band score in Writing
Focus Content Practice
1. Opinion Essay I. General Skills I. Brainstorm & Outline

1. Introduction II. Writing
2. Essay types
3. Essay structure
4. Steps to writing
II. Opinion Essay
1. Definition
2. Structure
3. Language
2. Discussion + I. General Skills I. Brainstorm & Outline
Opinion Essay 1. Writing introduction II. Writing
2. Writing conclusion
II. Discussion + Opinion Essay
1. Definition
2. Structure
3. Language
3. Specific I. General Skills I. Brainstorm & Outline
Responses 1. Academic writing style II. Writing
Essay 2. Achieving coherence
II. Specific Responses Essay
1. Definition
2. Structure
3. Pre-writing practice
4. Problem- I. General Skills I. Brainstorm & Outline
Solution 1. Achieving sentence variety II. Writing
Essays 2. Task 2 common errors
II. Problem-Solution Essay
1. Definition
2. Structure
3. Language
5. Advantages + I. Ad & Dis Essay I. Brainstorm & Outline
Disadvantages 1. Definition II. Writing
Essay 2. Structure
Final Test 3. Language
II. Final Test
6. Feedback I. Revision
II. Individual Feedback
LESSON 7 – REVIEW
1. Do we need to create a paraphrase in the introduction?
2. What are some possible ways to paraphrase?
3. What is the structure for a body paragraph in discussion essays?
4. Should we choose a side in the conclusion of a discussion essay?
5. What class is the next class after IELTS Advanced in terms of Writing?
6. Do you have extra time to transfer answers into the answer sheet in the IELTS
Reading Test?
Writing task 2
Some people think it is better to give donations to local charitable organizations
while others choose to give to national or international bodies.
Discuss both views and give your opinion
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TEACHER’S COMMENTS AND SCORE
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LESSON 8 – ADVANTAGE/DISADVANTAGE ESSAYS
Student’s note
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Writing task 2
Advantage/Disadvantage Essays
Like discussion essays, these are generally simple. However, the most common error
comes from the fact that with this structure coming right after discussions, students tend to
write a discussion introduction. They need to be shown that the topic is usually something
which is already happening, and there are no viewpoints given. While people definitely feel
differently, they need to know that this is what they must do in their writing.
WRITING THE INTRODUCTION FOR ADVANTAGE/DISADVANTAGE ESSAYS :
How do you think this style of introduction differs from other essays?
Which style of essay would an advantage disadvantage question be most similar to?
How many sentences would we write for our introduction?
What would we write in each one?
Can you think of words or phrases other than advantage or disadvantage which could be
used?
Advantage Disadvantage
Read the following question and underline the key words. Then, think of synonyms which
could be used.
In the modern world, more and more emphasis is being placed on the acquisition of
practical skills rather than knowledge from books or other sources.
Discuss the advantages and disadvantages of this trend.
Write an introduction for the essay above.
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Now look at a sample introduction for the same topic:
Theoretical knowledge is antiquated. Recently, there has been a significant push

towards learning practical skills. This trend has many advantages such as the ability
to gain hands-on experience, as well as disadvantages, namely the inability of some
to learn without the use of text based methods. Both the benefits and the drawbacks
will be discussed hereafter.
Which sentence does not need to be included in the introduction provided? Why not?
Are there any differences with the structure you used?
WRITING THE BODY PARAGRAPHS:
Work with a partner and brainstorm the body paragraphs.
BP#1---Advantages BP#2--- Disadvantages
Now read the sample answer.
The benefits of learning practical skills are numerous. Firstly, it allows the learner to
gain real experience by actually performing a task. While anyone is capable of reading how
to repair an engine, it is not until a person has physically performed the feat that they can
truly understand all of the intricacies involved. Secondly, acquiring a practical skillset makes
an individual well-rounded. They are likely to be more capable of handling unforeseen
problems which had not been mentioned in written form. Finally, hands-on experience, or at
the very least experience, is highly sought after by employers. No longer are companies
willing to waste parts of their budgets on training when they stipulate that they require
potential workers to already possess practical abilities.
On the other hand, relying only on skills of a practical nature presents many
drawbacks. To begin with, many students who have never been subjected to anything but
theoretical knowledge may be unable to grasp new concepts without first reading about
them. In addition, many schools are incapable of providing a hands-on skillset due to a lack
of facilities or an already overstretched budget. Moreover, changing from text based learning
to practical methodology places undue stress upon an administrator. Teachers must be
constantly up to date with advancements in their fields’ and have the capabilities to perform
or recreate new findings or methods flawlessly.
Underline new vocabulary and discuss the meaning(s) as a class.
Were the ideas used in the sample different from your own?
Now that you have read almost the whole sample essay, you job is to write a conclusion for it.
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SAMPLE CONCLUSIONS:
In conclusion, while there are multiple pros and cons of more attention being paid to
having empirical knowledge, I believe that education should include both learning methods.
Without theoretical knowledge acquired from books, many students would lack the ability to
conquer a task.
In conclusion, there are many pros and cons to having practical skills. In my opinion, this
educational aspect should not receive more attention than theoretical knowledge, since both
are needed for a student to be successful in their future career.
In conclusion, the aforementioned pros and cons display that there are many strengths
and weaknesses associated with educational facilities devoting more time and resources
towards the implementation of empirical skills. Personally, while many students do lack this
type of skillset, they would be unable to succeed unless it was taught in conjunction with
theoretical knowledge.
EXAMINER’S COMMENTS ON THE PROVIDED SAMPLES:
Assuming the samples used in this lesson were combined to make a full essay response,
the score would be high. The topic is addressed well, and the information is very well
organized. In addition, the vocabulary, and grammatical usages are complex. The only area
of concern would be the very first sentence of the essay. The “hook” sentence is heavily
opinion orientated and has no bearing on the essay.
Task Response: 9
Coherency and Cohesion: 9
Vocabulary: 9
Grammar: 9
Total score: 9 + 9 + 9 + 9 = 36 / 4 = 9
Sample Advantage/disadvantage questions:
In some families there is more than one television in

the home, with each family member even having
their own TV.
Discuss the advantages and disadvantages of

having more than one TV set per home.
Research has shown that technology is having more

influence on people’s lifestyles than any other
factors in our lives.
What do you consider to be the major influence?
Some people think that health care is a basic human

necessity that should not be provided by the private
companies, but should be provided by the state.
Discuss the advantages and disadvantages of health

care being provided by the private sector.
LESSON 8 – REVIEW
1. List at least three words which can replace the word ‘advantage’?
2. List at least three words which can replace the word ‘disadvantage’?
3. If the topic requires advantages and disadvantages, can you just write about
one advantage and one disadvantage?
4. Have you applied what you learnt about reporting a line graph in the final
writing test?
5. What have you learnt after having done the final wiring test?
Writing task 2
Some people think that health care is a basic human necessity that should
not be provided by the private companies, but should be provided by the
state.
Discuss the advantages and disadvantages of health care being provided by the
private sector.
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(Map on page 206 is here)
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LESSON 9 – MAP & PROCESS
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Writing task 1 - Processes

Analyzing process
I. Intro
1. The diagram shows…
2. GS: The number of major stages
II. Body
1. Describe the major stages, giving more details by answering “why?” & “how?”
2. Can divide into paragraphs or put in 1
3. No need to try to paraphrase terms
III. Conclusion
1. If linear process: confirm the final stage
2. If circular process: “a new cycle begins”
NOTES:
- Describe in time order
- Use time connectors
- Use passive voice
Using time connectors (refer to the homework of previous lessons

for more useful language for processes)
First stage Middle stages Last stage

 The first stage is  Eventually,  Once the final
when + noun + verb  This step involves + V-ing stage has been
 To begin with,  After this stage is complete, completed,
 The process  The next step is when + noun + verb  Finally,
commences with  By this stage,
 The step after this + verb
 At the same time,
 While / As
 Once A has finished, B is able to start.
 Next,
 As a consequence/ result,
 Then
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Writing task 1 – Describing maps

Analyzing maps
1. Type 1: Maps which show changes over time (use map language of
describing changes studied in the homework of previous lessons)
I. Intro:
1) Introduce the maps (remember to create a paraphrase)
2) General statement: the most significant change
II. Body: Main regions: main roads/ rivers/ railways
1) Describe newly developed ones
2) Then the remaining ones
3) Finally, describe the replacements
2. Type 2: Maps which show comparison/contrast (use comparison/contrast

structures)
I. Intro
The maps show…
II. Body = possible sites
1. Describe site 1: Where? How?
2. Describe site 2: Where? How?
Your note:
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Now, work with your partner or in group, spend 20 minutes completing this task.
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Matching phrases; Table completion; Multiple-choice questions
Action plan for Matching phrases

 See the action plan for Matching names in Lesson 6 – Reading.
Action plan for Table completion

 Apply the strategy for Sentence completion in Lesson 1 – Reading.
 Note that column headings and row headings help define kind of word which
is missing.


For questions 1-5
 First read the sentence beginnings and then the endings.
 Check for beginnings and endings that don’t fit together.
 Scan the reading passage for words or paraphrases of words in the sentence
beginnings. Put a box around the words in the text to help you refer to
them.
 Match the endings to the words you have located in the text.
Reading passage 7
LESSON 9 – REVIEW
1. What are useful words we can use to describe a process?
2. How should you analyze a process?
3. What is the vocabulary for maps?
4. In what way should maps be analyzed?
5. What are the tips for Matching phrases in IETLS Reading?
Appendix A – IELTS Writing Check Lists (page 209)

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RES - Reliable English School

Ha Noi: No 193C3 Ba Trieu Street / No 71 Chua Lang Street

Hanoi, July 2014

RES - TRUNG TÂM LUYỆN THI IELTS, TOEIC

KẾT QUẢ CỦA BẠN – THÀNH CÔNG CỦA RES

Khóa học (Từ trình độ High Elementary đến High Advanced)

CÁC KHÓA HỌC IELTS

II. IELTS Foundation

IV. Lớp Pre IELTS B

V. Lớp IELTS advanced

VI. Lớp IELTS cấp tốc mục tiêu 6.5

VII. Speaking for IELTS

VIII. Writing for IELTS

IX. IELTS nâng cao mục tiêu 7.5

IELTS Level Table at RES............................................................... 6

Les- Writing Reading Homework

LESSON 1 – PROBLEM AND SOLUTION ESSAYS

LESSON 1 – IELTS WRITING

I. Introduction of IELTS writing test structure:

Task 2: an ACADEMIC ESSAY

II. Different main types of writing task 2 essays

IELTS Writing Task 2 Band Descriptors

QUESTION TYPES AND EXAMPLES

1. Private car ownership has grown dramatically in recent years.

2. Nowadays, litter and rubbish on the street and sidewalks is

4. Many people believe that the high levels of violence in films

1.Language of cause and effect

Technology is causing a communications revolution

Because technology has developed; there has been a communication revolution.

The consequence of technological development has been a communications

A communications revolution is being caused technological development.

There has been a communication revolution because technology has developed.

The cause of the communications revolution has been technological development.

Linking words between two sentences:

-Is caused by -to tackle

-to deal with

UNDERSTANDING THE QUESTION AND WRITING INTRODUCTIONS

FIRST SENTENCE: General Topic: usually paraphrased from the topic

SECOND SENTENCE: Introducing the problem(s):

Examples:1) One of the main “problems” is…

2) Although there are many “problems”, the most noticeable is…

3) The most easily seen “problem” is…

THIRD SENTENCE: Thesis Statement

Many people believe that the high levels of violence in films

Problems Ways to reduce the problems

Key word(s) or key phrases Synonyms or ways to paraphrase

LESSON 1 – IELTS READING

READING PRACTICE – PASSAGE 1

Action plan for True/False/Not Given

Action plan for Sentence completion

Tips for reading passage 1:

LESSON 2 – PROBLEM-SOLUTION ESSAYS (CONT.)

BP#2-Solutions/ways to reduce the problems

WORKING ON COHERENCY AND COHESION:

Think of some vocabulary to fill in the following table.

Sequencing Words Conjunctions Adding Words of Concluding

Firstly, because And In addition, On the other In

WRITING THE FIRST BODY PARAGRAPH:

WRITING THE SECOND BODY PARAGRAPH:

Now, write BP#2 with your partner:

WRITING THE CONCLUSION:

Work with your partner and write a concluding paragraph:

Action plan for Classifying information in paragraphs

Action plan for Choose title/main idea/theme

Advanced W+R Student's Book

Advanced W+R Student's Book