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CHƯƠNG 1
TỔNG QUAN VỀ IELTS
WRITING TASK 1
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TỔNG QUAN VỀ IELTS WRITING TASK 1

- Thời gian: 20 phút
- Số từ: 150 – 180 từ
- Các dạng bài trong Task 1:
 Line graph
 Bar chart
 Pie chart
 Table
 Mixed chart
 Map
 Process
- Bản chất 4 dạng bài đầu tiên là giống nhau. 4 dạng chỉ là 4 sự thể hiện các số liệu và
xu hướng lên trên các biểu đồ khác nhau mà thôi, bản chất thì vẫn giống nhau. Nên 4
dạng này sẽ được chia theo 2 dạng:
 Dạng có xu hướng: Có sự thay đổi từ năm này đến năm kia, có sự thay đổi
qua thời gian của các con số.
 Dạng không có xu hướng: Chỉ có số liệu ở một thời điểm mà thôi.
- Và khi làm, ta không cần quan tâm đến đó là loại biểu đồ nào mà cần quan tâm đến
bản chất của các biểu đồ về các phương diện:
 Số liệu
 Xu hướng tăng giảm
- Chúng ta sẽ làm 2 việc:
 Mô tả và so sánh các số liệu

 Mô tả v{ so s|nh c|c xu hướng
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Ví dụ về các dạng bài trong Task 1
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Bốn tiêu chí chấm điểm cho bài viết Task 1: mỗi tiêu chí chiếm 25%
1. Task Achievement/ Response
2. Coherence and Cohesion
3. Lexical Resource
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4. Grammatical Range and Accuracy
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CHƯƠNG 2
KIẾN THỨC NỀN TẢNG
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MÔ TẢ SỐ LIỆU
I. CÁC LOẠI SỐ LIỆU CHÍNH
Có 3 loại số liệu chính trong IELTS Writing Task 1 dạng bảng biểu, đó là: Số liệu cho
danh từ đếm được (số lượng người dùng Internet, số lượng xe ô tô,...); Số liệu cho
danh từ không đếm được (lượng nước tiêu thụ, lượng thức ăn nhanh tiêu thụ,...)
và cuối cùng là Số liệu phần trăm (Phần trăm dân số theo độ tuổi, phần trăm năng
lượng tiêu thụ,...)
Các số liệu đặc biệt còn lại khác có thể là nhiệt độ trung bình, tuổi thọ trung bình, ...
cách miêu tả tương tự với 3 dạng chính.
1. Số liệu cho danh từ đếm được: ‘The number/quantity of + Danh từ đếm được
số nhiều + Động từ’
Ví dụ:
 The number of Vietnamese Internet users in 2003 was 5 million people.
2. Số liệu cho danh từ không đếm được: ‘The amount/quantity of + Danh từ

không đếm được + Động từ’
Ví dụ:
 The amount of water used in the year 2010 was 5 million m 3.
3. Số liệu phần trăm: ‘The percentage/proportion/rate of + Danh từ không đếm

được/Danh từ đếm được số nhiều + Động từ’
Ví dụ:
 The percentage of Vietnamese students in this school is about 20%.

 In 2000, 5% of global population came from Vietnam.
Đặc biệt mình có từ ‘The figure for ...’ (Số liệu cho ...) có thể dùng cho cả 3 loại số
liệu kể trên. Mình dùng từ này để tránh lặp từ khi mô tả số liệu tương tự cho 1 đối
tượng khác.
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Ví dụ: ‘The number of Vietnamese Internet users in 2003 was 5 million people, and
the figure for American users was 10 million people.’
II. CÁC CẤU TRÚC ĐỂ MÔ TẢ SỐ LIỆU: 3 cấu trúc
Ví dụ: Số người dùng xe ô tô ở Việt Nam năm 2000 là 5 triệu người.
Cấu trúc 1: Số liệu ở cuối câu
 The number of Vietnamese car users was 5 million.

 The quantity of people using cars in Vietnam stood at 5 million.
Cấu trúc 2: Số liệu ở đầu câu
 5 million Vietnamese people used cars.

 5 million individuals in Vietnam travelled by cars.
Cấu trúc 3: Số liệu ở giữa câu (dùng ‘There were + Danh từ đếm được số nhiều’)
 There were 5 million Vietnamese people using cars.
LUYỆN TẬP
Luyện tập viết c}u để mô tả 3 số liệu sau bằng cách dùng cấu trúc và từ vựng khác
nhau.
Ví dụ 1: Số người dùng c|c phương tiện giao thông tại Việt Nam (2005)
 Xe máy: 20 triệu
 Xe đạp: 7 triệu
 Xe buýt: 2 triệu
Gợi ý từ vựng:
- Dùng danh từ: ‘car/bike/bus users’
- Dùng động từ: ‘use bikes/cars/buses’ hoặc ‘travel by bike/car/bus’
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Answer:
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
Ví dụ 2: Số sinh viên quốc tế du học tại c|c nước (2005)
 The UK: 2 triệu

 The US: 10 triệu
 Australia: 4 triệu
 Canada: 1 triệu
Gợi ý từ vựng:
- International students: sinh viên quốc tế
- studied/learned/ chose to pursue a degree in/attended university in + Tên

nước
Answer:
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
Ví dụ 3: Lượng fast food được tiêu thụ (to eat/consume) tại c|c nước:
 The UK: 2,000 tonnes

 The US: 5,000 tonnes
 Vietnam: 400 tonnes
 China: 10,000 tonnes
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Answer:
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
*LƯU Ý: Dạng SỐ LIỆU PHẦN TRĂM, chúng ta cần đọc kỹ đề bài xem số liệu là %
của cái gì và trên cái gì. Nếu không đọc kỹ sẽ có thể viết nhầm số phần trăm.
Ví dụ: % người dùng Internet tại Việt Nam là 20%.
Câu hỏi: Vậy 20% ở đây là 20% trên cái gì?
Đáp: Tùy vào loại biểu đồ mà có thể có 2 cách hiểu như sau:
 20% trên tổng dân số Việt Nam dùng Internet

 20% trên tổng người dùng Internet là người Việt Nam
Với 2 trường hợp này, chúng ta sẽ có những câu mô tả hoàn toàn khác nhau.
Vì vậy, cần phải hết sức cẩn thận khi phân tích số liệu Percentage.
Cấu trúc mô tả SỐ LIỆU PHẦN TRĂM gần giống với mô tả 2 số liệu trước:
Phần trăm cuối câu:
 The percentage of Vietnamese Internet users was 20% of the total Vietnamese
population.
 The percentage of Vietnamese Internet users was 20% of the total global
Internet users.
Phần trăm đầu câu:
 20% of Vietnamese population used the Internet.

 20% of global Internet users came from Vietnam.
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Phần trăm giữa câu:
 Internet users accounted for 20% of Vietnamese population

 Vietnamese people made up 20% of the total global Internet users.
Note:
 Không dùng ‘There were’ cho đơn vị phần trăm, thay vào đó dùng ‘held/ took
up/accounted for/ made up/ stood at/ occupied/ constitute + ...%’)
 Phần trăm cũng có thể đi với “at” trong trường hợp đứng cuối câu, ví dụ: ‘A
held the first rank (đứng vị trí thứ nhất) in 2007, at 10%.’
Một số ví dụ khác:
 The proportion of Vietnamese people was 5% of the total Asian population.

 50% of Asian people were from China.
 Individuals from India made up 25% of the total population in Asia.
 People from other countries accounted for 20% of Asian individuals.
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SO SÁNH SỐ LIỆU
Chúng ta không thể chỉ mô tả các số liệu trong bài một cách riêng biệt được, vì vậy
bây giờ chúng ta sẽ thêm các từ nối vào để so sánh các số liệu với nhau.
Ví dụ: Số người dùng phương tiện giao thông ở Việt Nam năm 2000 là
 Ô tô: 5 triệu
 Xe máy: 20 triệu
 Xe đạp: 10 triệu
Cấu trúc 1: dùng ‘respectively’ (tương ứng)
 The numbers of Vietnamese car and motorbike users were 5 million and 20
million respectively. (Số liệu cuối câu)
 5 million and 20 million Vietnamese people used cars and motorbikes
respectively. (Số liệu đầu câu)
 Vậy ‘respectively’ luôn đứng cuối câu và sẽ giúp người đọc hiểu số liệu nào là
của đối tượng nào trong trường hợp có nhiều hơn 1 số liệu trong 1 câu.
Cấu trúc 2: dùng ‘compared to’/ ‘in comparison with’ (so với)  cần dùng đúng
giới từ.
 The number of Vietnamese car users was 5 million, compared to 20 million

motorbike users. (Số liệu cuối câu)
 There were 5 million Vietnamese car users, in comparison with 20 million
motorbike users. (Số liệu giữa câu)
Cấu trúc 3: dùng ‘while/ whereas’ (trong khi)
 The number of Vietnamese car users was 5 million, while the number of
motorbike users was 20 million. (Như vậy thì 2 cấu trúc mô tả giống nhau, nó
sẽ không hay, chuyển sang c}u dưới)
 5 million Vietnamese people used cars, while there were 20 million
individuals travelling by motorbikes. (đa dạng cấu trúc hơn rồi nè!)
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Cấu trúc 4: dùng ‘By contrast, .../ Meanwhile, .../ At the same time, ...’ (Ngược
lại/Trong khi đó)
*Lưu ý: Cấu trúc 4 phải viết 2 câu tách biệt.
 5 million Vietnamese people used cars. Meanwhile, there were 20 million

individuals travelling by motorbikes.
Cấu trúc 5: So sánh gấp đôi, dùng ‘twice as many/much as’
 The number of Vietnamese bike users was 10 million, which was twice as
many as that of car users.
 ‘that of car users’ = ‘the number of car users’ (tránh lặp từ)
Cấu trúc 6: So sánh hơn/thua và hơn/thua bao nhiêu, dùng ‘mệnh đề quan hệ +
‘higher/lower’
 There were 20 million individuals travelling by motorbike, which was

significantly higher than that of car users, at only 5 million.
 The number of Vietnamese motorbike users was 20 million, which was 15
million higher than that of car users. (Vậy ở đ}y người đọc có thể hiểu l{ ‘Số
lượng người sử dụng xe máy là 20 triệu, còn số lượng người sử dụng xe hơi l{ 5
triệu’, hơn kém nhau 15 triệu)
Cấu trúc 7: dùng ‘followed by + Danh từ’ (theo sau bởi...)
 There were 20 million individuals travelling by motorbike, which was

followed by that of car users, at only 5 million.
 There were 20 million individuals travelling by motorbike, followed by that
of car users, at only 5 million. (dạng rút gọn)
LUYỆN TẬP SO SÁNH SỐ LIỆU
Ví dụ 4: Lượng fast food được tiêu dùng ở c|c nước năm 1990.
 The UK: 2,000 tonnes

 The US: 5,000 tonnes
 Vietnam: 400 tonnes
 China: 10,000 tonnes
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Viết 5 câu để so sánh 5 cặp số liệu sau:
 The UK và The US  Vietnam và China

 The UK và Vietnam  The US và China
 The US và Vietnam
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
Ví dụ 5: Viết 1 đoạn văn để mô tả và so sánh các số liệu của ví dụ sau:
- Năm viết ở đầu đoạn, mô tả số liệu cao nhất trước, so sánh với các số liệu còn lại.
Phần trăm người dân sử dụng Internet trên tổng số dân ở c|c nước năm 1990
 UK: 55%  Japan: 25%

 US: 70%  Australia: 40%
 Vietnam: 10%
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
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……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
CÁCH MÔ TẢ CÁC NHÓM TUỔI

Ví dụ cho nhóm tuổi từ 25-30:
 People aged 25-30

 People who were 25-30
 People in the 25-30 age group
 25-30-year-old people
 25-30-year-olds
Từ people có thể được thay thế bằng các danh từ khác tùy thuộc vào đề bài (25-30-
year-old Vietnamese people, car users aged 25-30,...)
CÁCH MÔ TẢ SỐ LIỆU Ở THÌ TƯƠNG LAI

Đối với những đề bài có mốc thời gian ở tương lai, chúng ta cũng sẽ viết các cấu trúc
mô tả và so sánh giống hệt như bình thường, chỉ cần lưu ý chuyển thì của động từ
sang tương lai.
Nên dùng những cụm từ như:
 is expected to
 is predicted to
 is projected to
 is anticipated to
 is set to
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Ví dụ: stood at -> is likely to stand at ; was -> is predicted to be ; made up -> is
expected to make up...
 The number of Vietnamese car users is expected to be 20 million in 2030.

(thay vì 'the number of Vietnamese car users was 20 million' như đã học)
 In 2050, Gas is predicted to account for 40% of the total energy production.
(thay vì 'accounted for' nếu năm đề cho ở quá khứ)
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BÀI TẬP VỀ NHÀ

Viết đoạn văn mô tả và so sánh các số liệu ở các ví dụ dưới đ}y. Trong mỗi ví dụ, cố
gắng sử dụng các cấu trúc và từ ngữ khác nhau.
Phần trăm người dân sử dụng Internet trên tổng số dân ở c|c nước năm 1990
 The UK: 55%

 The US: 70%
 Vietnam: 10%
 Japan: 25%
 Australia: 40%
Bài viết mẫu:
In 1990, the percentage of people who used the Internet in the US was highest, at
70%, while the figure for the UK was slightly lower, at 55%. 25% of Japanese
citizens used the Internet, compared to only 10% in Vietnam. Meanwhile, Internet
users made up 40% of the total Australian population.
1. Lượng pizza được sản xuất tại c|c nước năm 2005
 US: 2,500 grams
 UK: 1,000 grams
 China: 5,500 grams
 Australia: 3,100 grams
2. Số người dùng xe ô tô tại VN năm 2000 theo nhóm tuổi
 <30 tuổi: 1 triệu
 30-40 tuổi: 2.5 triệu
 40-50 tuổi: 2.2 triệu
 >50 tuổi: 1.2 triệu
3. Lượng nước sạch được tiêu dùng tại các thành phố lớn (dự b|o cho năm
2030)
 Paris: 1,200 m3
 London: 2,400 m3
 New York: 2,100 m3
 Berlin: 2,700 m3
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MÔ TẢ XU HƯỚNG
I. TỪ VỰNG MÔ TẢ XU HƯỚNG
Bảng 1: Các từ vựng miêu tả xu hướng thường dùng
Xu hướng Động từ Danh từ

Tăng  rise  a rise
 jump  a jump
 grow  a growth
 climb  a climb
 go up  N/A
 increase  an increase
 rocket (tăng vọt)  N/A
Giảm  fall  a fall

 drop  a drop
 decline  a decline
 decrease  a decrease
 go down  N/A
 dip  a dip
 plunge (giảm mạnh và  a plunge
đột ngột)  a plummet
 plummet (giảm rất
nhanh và đột ngột)
Duy trì ổn định, stay constant  (experience) a period

không đổi remain + stable of stability
maintain unchanged  a levelling out/off
 level off/out
 hit a plateau
Dao động  fluctuate  a fluctuation

 vary  a variation
 oscillate  an oscillation
 be volatile  (experience) a period
of volatility
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Đạt điểm cao nhất  peak at ...

 reach a peak of ...
 hit the highest point
of ...
Đạt điểm thấp nhất  hit a low of ...

 reach a bottom of ...
 hit the lowest point of
...
 bottom at ...
? Hãy viết dạng quá khứ (V2) và dạng quá khứ phân từ (V3) của c|c động từ ở trên.
Bảng 2: Từ vựng miêu tả tốc độ/mức độ của sự thay đổi
Tốc độ và mức độ của sự thay đổi

Tính từ Trạng từ
dramatic dramatically
sharp sharply
enormous enormously
steep steeply
substantial substantially
considerable considerably
significant significantly
rapid rapidly
moderate moderately
gradual gradually
slight slightly
minimal minimally
II. CẤU TRÚC MÔ TẢ XU HƯỚNG:
Ví dụ: Số người dùng xe ô tô
 Năm 2000: 5 triệu

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 Năm 2010: 15 triệu
Khi mô tả xu hướng này, chúng ta có 3 con số:
 Số ở năm cuối: 15 triệu – chúng ta sẽ luôn nói đến.

 Số ở năm đầu: 5 triệu – chúng ta không nhắc đến số này.
 Số khoảng giữa: 10 triệu (= 15tr – 5tr) – chúng ta có thể nhắc đến hoặc
không.
Cấu trúc 1: ‘Chủ ngữ + Động từ + Trạng từ’
 The number of Vietnamese car users rapidly increased by 10 million to

15 million.
Cấu trúc 2: ‘There was a/an + Tính từ + Danh từ chỉ xu hướng tăng/giảm + in ...’
 There was a rapid increase of 10 million to 15 million in the number of

Vietnamese car users.
Cấu trúc 3: dùng ‘saw (Nhìn thấy)/ witnessed (Chứng kiến)/ experienced (Trải
qua) + xu hướng tăng giảm + in ...’
 Vietnam saw a rapid increase of 10 million to 15 million in the number of

car users.
 The year 2010 witnessed a rapid increase of 10 million to 15 million in
the number of car users.
 The number of Vietnamese car users experienced a rapid increase of 10
million to 15 million
Mình cũng có thể áp dụng dạng bị động ở cấu trúc này:
 A rapid increase of 10 million to 15 million was seen in the number of

Vietnamese car users.
Note: Lưu ý về sử dụng giới từ khi miêu tả số liệu
Giới từ Cách dùng Ví dụ

stand at + số liệu The crime rate stood at 5% in 2000. (Tỉ lệ
(đứng tại mức) tội phạm đứng ở mức 5% vào năm 2000)
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Nêu số liệu ở cuối câu Unemployment reached its highest level in

at 2008, at 10%.
remain stable at + số liệu The figure for rice export in Vietnam

(giữ nguyên tại mức) remained stable at $15 million in 2015.
(Số liệu xuất khẩu gạo giữ nguyên ở mức
15 triệu đô la vào năm 2015)
peak at + số liệu The amount of electricity produced
(đạt mức cao nhất tại) peaked at 10,000 units in 2000. (Lượng
bottom at + số liệu điện được sản xuất đạt mức cao nhất là
(đạt mức thấp nhất tại) 10,000 đơn vị vào năm 2000)
(verb) increase/decrease The number of students increased to
to + số liệu 10,000 after 2 years. (Số lượng học sinh
(tăng đến/ giảm xuống tăng đến mức 10,000 sau 2 năm)
mức)
to
(noun) an increase/ There was an increase to 10,000 in the
decrease to + số liệu number of students after 2 years. (Có một
(một sự tăng đến/ giảm sự tăng đến mức 10,000 trong số lượng
xuống mức) học sinh sau 2 năm.)
(verb) increase/decrease The number of students increased by
by + số liệu 2,000 after 2 years (Số lượng học sinh tăng
by
(tăng thêm/giảm đi bao thêm 2,000 sau 2 năm)
nhiêu)
(noun) an increase/ There was an increase of 2,000 in the
decrease of + số liệu number of students after 2 years. (Có một
(một sự tăng thêm/giảm đi sự tăng thêm 2,000 trong số lượng học sinh
bao nhiêu) sau 2 năm.)
reach a peak/reach the The amount of electricity produced
highest point of + số liệu reached a peak of 10,000 units in 2000.
of (đạt lên mức cao nhất là (Lượng điện được sản xuất đạt mức cao
bao nhiêu) nhất là 10,000 đơn vị vào năm 2000)
hit a low/hit the lowest The amount of electricity produced hit the
point of + số liệu lowest point of 5,000 units in 1980.
(chạm mức thấp nhất là (Lượng điện được sản xuất chạm mức thấp
bao nhiêu) nhất là 5,000 đơn vị vào năm 1980)
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Nói về phần trăm, số He won the election with 52% of the vote.
lượng chiếm được
with
- fluctuate/a fluctuation - The unemployment rate of Vietnam

around + số liệu fluctuated around 10% from 2007 to
(biến động trong khoảng) 2010. (Tỉ lệ thất nghiệp ở Việt Nam biến
động trong khoảng 10% từ 2007 đến
2010)
around/
between - fluctuate/a fluctuation - The unemployment rate of Vietnam
… and… between… and…. fluctuated between 8% and 12% from
(biến động ở mức giữa…. 2007 to 2010. (Tỉ lệ thất nghiệp ở Việt Nam
và….) biến động trong khoảng từ 8 đến 12% từ
2007 đến 2010)
Luyện tập 1: Hoàn thành các câu sau bằng c|ch điền giới từ phù hợp vào chỗ trống
for at on to in by from and

between of up down with during
1. ……… 1990 ……… 2000, there was a drop ……… 15%.
2. GM car sales peaked ……… 2,000 in 1999.
3. The chart shows a decline ……… 35% ……… the bird population.
4. There has been a significant increase ……… the number of people aged over eighty.
5. There have been dramatic cuts ……… the level of spending on the elderly, reaching a
low …… 11%.
6. Profits rose ……… a low of 4.5 million to a high of 8 million in 2008.
7. Canada and Australia’s wheat exports fluctuated ……… 5 million and 6 million
respectively.
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8. There were significant improvements ……… healthcare ……… 1980.
9. The statistics show a reduction ……… 20% ……… energy costs as a result ……… the
measures.
10. Profits fell ……… 10%, from 2,000 to 1,800 in 1970s.
11. The radio station experienced a fall ……… 36,000 listeners to a total audience ………
2.1 million.
12. The number of students fell ……… a low of 1,500 in the second half of the year. 13.
Cases of AIDS shot ……… from 2,400 in 1996 to 4,000 in 2004.
14. Demand reached a peak ……… 45,000 in early March.
15. The number of cars sold remained unchanged in 1999 ……… three million.
16. Students do between three ……… four hours homework a night.
17. The number of accidents ……… 1999 was slightly higher than that of 2000.
18. The figure rose steadily ……… the four years between 1997 ……… 2001.
19. Oil production rose dramatically at first but then leveled out ……… $70 a barrel.
20. There was an increase ……… 50,000 between 1990 and 1992.
21. ……… 1994 ……… 1997, sales rose steadily ……… over 20,000.
22. DVD sales peaked ……… 60,000 ……… 1992 but then decreased ……… about 10,000
over the next two years.
23. In the year 2000, sales started ……… 10,000. In the first month, there was a rise
……… around 2,000.
24. After some fluctuations, sales in 2000 reached their peak ……… just over 15,000, a
rise ……… 5,000 since the beginning of the year. Sales increased ……… over 10,000
between 1994 and 1997, but then dropped ……… more than 10,000 …………… 1997 and
1999.
25. In 2008, the rate of unemployment rose …… 10%.
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26. In 2008, the rate of unemployment rose …… 10%, from 2,000 to 2,200 cases.
27.There was a slight rise …… the number of men employed.
28. Experts expect there to be a fall …… approximately 30% over the next decade.
29. The introduction ……… DVDs led to a decline ……… 20% ……… video sales.
30. The figures show a drop ……… 5% ……… student numbers.
31. The health service program spent a total ……… $2.5 billion on staffing …… April
2002.
32. The survey hopes to track trends ……… consumer spending.
33. In 2009, the rate of unemployment fell ……… 2% (from 10% to 8%).
34. He won the election ……… 52% of the vote.
35. Unemployment reached its highest level ……… the year 2008 ……… 10%.
36. ……… 2002, the cost of an average house in the UK was around £130,000. ………
2007, the average house price had risen ……… almost £190,000, but it fell back ………
just under £150,000 ……… 2008.
37. Japan ……… two gold medals and a silver one stood ahead of the US ……… one gold
and one bronze medal ……… 1968.
Luyện tập 2: Viết lại câu bằng cách sử dụng các cấu trúc đ~ học và từ cho sẵn
1. The number of cars fell gradually over the period from 1990 to 2000.
The number of cars .............................................................................................................................
2. The research investment decreased significantly in 2005.
The year ..............................................................................................................................................
3. There was a slight fall in the sales of mangos in 2006.
The sales .............................................................................................................................................
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4. The quality of food in supermarkets has increased sharply.

There ...................................................................................................................................................
5. There was a quick drop of $3 million in sugar imports in 1988.
1988 ....................................................................................................................................................
6. The price of laptops dropped quickly over the period.
A quick drop .......................................................................................................................................
7. There was an upward trend in the number of visitors to the website.
The number of visitors ........................................................................................................................
8. The growth rate fluctuated wildly throughout the years.
There ...................................................................................................................................................
9. The number of students applying to the university stabilized over the
decade.
A stability ............................................................................................................................................
10. The year 2000 saw a gradual growth in the house price in London.
The house price in London .................................................................................................................
Luyện tập 3:
Viết 5 câu mô tả 5 xu hướng sau:
Phần trăm người dân sử dụng Internet trên tổng số dân cả nước
Năm 1990 Năm 2000

The UK 55% 55%
The US 70% 80%
Vietnam 10% 50%
Japan 25% 20%
Australia 40% 10%
Ví dụ:
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 In 2000, the percentage of Internet users in the UK remained stable at 55%

 In 2000, there was a slight increase of 10% to 80% in the proportion of Internet
users in the US.
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
Luyện tập 4: Viết câu mô tả xu hướng từ năm 2030 - 2050
Lượng nước sạch được tiêu dùng tại các thành phố lớn
Năm 2030 Năm 2050

Paris 1,200m3 3,000m3
London 2,400m3 2,000m3
New York 2,100m3 800m3
Berlin 2,700m3 2,900m3
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
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……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
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III. CẤU TRÚC SO SÁNH XU HƯỚNG:
So sánh xu hướng có 2 loại: So sánh cùng chiều hoặc so sánh ngược chiều.
Ví dụ: Số người dùng các loại phương tiện giao thông ở Việt Nam từ năm 2000 đến
năm 2010
 Ô tô: 5 triệu  15 triệu (tăng)

 Xe máy: 20 triệu  30 triệu (tăng)
 Xe đạp: 7 triệu  2 triệu (giảm)
Cấu trúc 1: dùng với ‘respectively’
 The numbers of Vietnamese car and motorbike users increased to 15

million and 30 million respectively.
 There were increases to 15 million and 30 million in the numbers of
Vietnamese car and motorbike users respectively.
Cấu trúc 2: dùng với ‘While/ Whereas’
 There was a dramatic increase of 10 million to 15 million in the number of

Vietnamese car users, while the figure for motorbike users experienced a
slight rise to 30 million. (cùng tăng)
 There was a dramatic increase of 10 million to 15 million in the number of
Vietnamese car users, whereas the figure for bike users saw a
considerable fall to 2 million. (2 xu hướng ngược nhau)
Lưu ý: sau ‘while/whereas’ phải là một mệnh đề nhé
Cấu trúc 3: dùng ‘By/In contrast,...’ >< ‘Meanwhile ,... / At the same time, ... /
Similarly, ...’
 The number of Vietnamese car users increased rapidly to 15 million. By

contrast, the figure for bike users saw a considerable fall to 2 million. (2
xu hướng ngược nhau)
 The number of Vietnamese motorbike users increased to 30 million.
Similarly, there was a quick increase of 10 million to 15 million in the
figure for car users. (cùng xu hướng)
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Cấu trúc 4: So s|nh tăng gấp đôi
 Dùng từ ‘double’. Từ này vừa là tính từ, vừa là động từ.

 The rate of A was 40% in 2000. Then, A doubled in 2005 ( lúc này, mình dùng
‘double’ như một động từ)
 A had 40% in 2000. Then, A was double in 2005 (lúc này, mình dùng
‘double’ như một tính từ, và có động từ tobe đứng trước)
??? Có cách nào khác để nói gấp đôi không? Và gấp 3, gấp 4 hoặc nhiều hơn
thế nữa thì phải làm sao?
Xem ví dụ dưới đ}y:
1992 1994 1996 1998

500 1,000 3,000 12,000
1. The number doubled between 1992 and 1994.

2. The number trebled between 1994 and 1996.
3. The number quadrupled from 1996 to 1998.
4. There was a two-fold increase between 1992 and 1994./ The number
increased two-fold between 1992 and 1994 (x-fold vừa là Adj, vừa là Adv)
5. The number went up six times between 1992 and 1996.
6. The figure in 1996 was six fold the 1992 figure.
7. The figure for 1996 was six times higher than that of 1992.
8. The figure for 1998 was four times greater than that of 1996.
 Cách làm: dùng các động từ ‘double, treble, quadruple’, ‘x-fold’ như một tính
từ/trạng từ và ‘x times higher/greater than ...’ (thay x bằng một con số)
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LUYỆN TẬP
Viết hai đoạn văn theo yêu cầu dưới đây, sử dụng các cấu trúc đã học
Lượng Pizza được sản xuất tại c|c nước (Table)
Năm 2005 Năm 2010

The US 2,500 grams 7,500 grams
The UK 1,000 grams 2,700 grams
China 5,500 grams 5,500 grams
Australia 3,100 grams 1,000 grams
Đoạn 1: Mô tả và so sánh các số liệu ở năm 2005.
In 2005, 5,500 grams of pizza were made in China, which topped the list among 4
given countries, compared to ...............................................................................................................
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
Đoạn 2: Mô tả xu hướng tăng giảm từ năm 2005 đến 2010.
In the next 5 years, the amount of pizza produced in the US increased dramatically
by 5,000 grams to 7,500 grams and became the highest figure in the table. .....................
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
……………………….……………………….……………………….……………………….……………………….…
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MÔ TẢ SỐ LIỆU GẦN CHÍNH XÁC

❖Khoảng 1,000:
 around 1,000
 about 1,000
 approximately 1,000
 roughly 1,000
 somewhere in the region/ vicinity of 1,000 (Band 8.0)
❖Lớn hơn 1,000 một chút:
 (slightly) more than 1,000

 just over 1,000
❖Nhỏ hơn 1,000 một chút:
 (slightly) less/fewer than 1,000

 nearly 1,000
 almost 1,000
MÔ TẢ MỐC VÀ KHOẢNG THỜI GIAN

❖ Năm 2000: In 2000 = in the year 2000
❖ 5 năm sau: in the following 5 years = in the next 5 years
❖ 3 năm liên tiếp: in the 3 consecutive years
❖ 5 năm sau (dùng đứng đầu câu): 5 years later,...
❖ Trong thời kỳ khảo sát: in the surveyed period = in the period given/shown
❖ Trong thời kỳ khảo sát 100 năm: In the surveyed period of 100 years
❖ Từ năm 2000 đến 2005: from 2000 to 2005 = between 2000 and 2005 = in
the period of 5 years starting from 2000.
❖ Trong giai đoạn còn lại của thời kỳ khảo sát: In the remainder of the surveyed
period
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CHUYỂN SỐ LIỆU PHẦN TRĂM TỪ SỐ SANG CHỮ

80%  four-fifths 40%  two-fifths
75%  three-quarters 35%  more than a third
70%  seven in ten 30%  less than a third
65%  two-thirds 25%  a quarter
60%  three-fifths 20%  a fifth
55%  more than half 15%  less than a fifth
50%  half 10%  one in ten
45%  more than two fifths 5%  one in twenty
Nếu số phần trăm không có con số chính xác như các ví dụ trên, bạn có thể sử
dụng những cách sau để mô tả mà vẫn đảm bảo độ chính xác với biểu đồ gốc
77%  just over three quarters
77%  approximately three quarters
49%  just under a half
49%  nearly a half
32%  almost a third
75% - 85%  a very large majority
5% - 75%  a significant proportion
10% - 15%  a minority
5%  a very small number
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1. Nối các đường với miêu tả phù hợp
2. Với mỗi biểu đồ sau, viết 2 đoạn văn trong đó:
Đoạn 1: Mô tả và so sánh các SỐ LIỆU ở năm đầu tiên (kiến thức buổi 1).
Đoạn 2: Mô tả và so sánh các XU HƯỚNG tăng giảm cho đến năm cuối cùng (kiến thức
buổi 2).
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Các năm ở giữa chúng ta chưa cần quan tâm đến, mình sẽ nói đến vấn đề này ở buổi
học sau. Bây giờ chúng ta chỉ cần tập trung luyện tập đến các cấu trúc câu mô tả và so
sánh.
Biểu đồ số 1: The graph below shows the consumption of fish and different kinds of
meat in a European country between 1979 and 2004.
In 1979, around 220 grams of beef were consumed per person on a weekly basis,
which was slightly higher than that of chicken and lamb, at roughly 150 grams each.
The figure for fish was lowest, at approximately 60 grams.
In the next 25 years, there was a quick rise of about 100 grams in the consumption of
chicken, while the amounts of beef and lamb that were eaten saw sharp a decrease, to
roughly 100 grams and 70 grams respectively. Meanwhile, fish consumption in this
European nation remained relatively stable at 50 grams per capita per week.
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Biểu đồ số 2: The pie charts below show the changes in annual spending by a
particular UK school in 1981 and 1991.
Biểu đồ số 3: The chart below shows male and female fitness membership in
Thailand between 1985 and 2015.
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Gợi ý chủ ngữ:
BIỂU ĐỒ 1:
1. The amount of [fish/chicken/beef/lamb] consumed/ which was consumed by each

person a week........
2. The consumption of [fish/chicken/beef/lamb] by each person a week was........
BIỂU ĐỒ 2:
1. The percentage of budget poured into [teachers’ salaries/ resources...] was ...
2. The school spent/ expended/ poured/ [? %] of their budget on/ into [teachers’
salaries/ resources...]
BIỂU ĐỒ 3:
The number of male /female fitness members
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CHƯƠNG 3
BỐ CỤC BÀI VIẾT TASK 1
CÁCH VIẾT INTRODUCTION
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CÁCH VIẾT INTRODUCTION
Nội dung của phần mở bài là câu trả lời cho câu hỏi: Các biểu đồ trình bày về cái gì?
Hãy bắt đầu bài viết với 1 câu mở đầu bằng cách viết lại ý của câu hỏi với ngôn từ của
mình (paraphrasing).
I. VÍ DỤ VỀ ĐOẠN INTRODUCTION TRONG IELTS WRITING TASK 1:
WRITING TASK 1
You should spend about 20 minutes on this task.
The table below shows the proportion of different categories of families living in
poverty in Australia in 1999.
Summarize the information by selecting and reporting the main features, and make
comparisons where relevant.
Write at least 150 words.
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Dưới đây là 3 câu mở đầu áp dụng phương pháp paraphrase. Lưu ý rằng đôi khi các từ
được dùng ngay trong bảng biểu giúp bạn rất nhiều về từ vựng khi viết lại đề bài.
1. The table compares percentages of Australians from six different family types who
were classed as poor in 1999. (18 words)
2. The table gives information about poverty rates among six types of households in
Australia in the year 1999. (18 words)
3. The table compares different categories of Australian families in terms of the
proportion of people living below the poverty line in each one. (23 words)
PHÂN TÍCH:
Từ khóa trong đề Paraphrase từ khóa

shows compares/ gives information about
proportion percentage/rate
different categories of families six different family types/ six types of
households
living in poverty were classed as poor/ poverty rates/
living below the poverty line
 Cố gắng paraphrase các keywords của đề một cách đơn giản và chính xác thì anh em
đã có một mở bài hoàn chỉnh rồi.
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II. CÁC BƯỚC VIẾT 1 MỞ BÀI:
Bước 1: Gạch ch}n c|c keywords trong đề b{i, gồm đối tượng (chủ ngữ), khoảng hoặc
mốc thời gian v{ đ a điểm (không nhất thiết phải đủ cả 3).
Ví dụ: The graph below shows the amounts of waste produced by three companies
over a period of 15 years.
Bước 2: iến đổi c|c từ kh a bằng ngôn từ của m nh (paraphrasing).
 the graph = the line chart (ghi tên cụ thể đ là biểu đồ gì)
 Bỏ chữ ‘below’
 shows = illustrates = compares = gives information about = demonstrates = ...
 the amounts of waste produced = waste output
 over a period of 15 years = between the years 2000 and 2015. (ghi rõ từ năm n{o
đến năm n{o nếu đề chỉ cho một khoảng thời gian cụ thể v{ ngược lại)
Mở bài hoàn chỉnh:
The line chart compares three companies in terms of their waste output between
the years 2000 and 2015.
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III. BA CÁCH VIẾT MỞ BÀI KHÁC NHAU:

1. Đơn thuần paraphrase từ khóa của bài
2. Biến đổi loại từ (Noun  Verb + dùng ‘how’)
3. Mở bài với ‘compare(s) ... in terms of ...’ (so s|nh đối tượng nào về phương diện
gì)
Anh em cùng đọc ví dụ sau:
The graph below shows the contribution of three sectors – Agriculture,

Manufacturing, and Business and Financial services - to the UK economy in the
twentieth century.
Bước 1: Gạch chân keywords
The graph below shows the contribution of three sectors – Agriculture,

Manufacturing, and Business and Financial services - to the UK economy in the
twentieth century.
Bước 2: Viết mở bài hoàn chỉnh bằng phương ph|p paraphrasing keywords đ~ gạch
Phong cách 1: Đơn thuần paraphrase từ khóa của bài
 The bar chart illustrates the percentages of three different areas namely
Agriculture, Manufacturing, and Business and Financial in the economy of the UK
from 1901 and 2000.
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Phong cách 2: Biến đổi loại từ (Noun  Verb + dùng ‘how’)
 contribution (n)  to contribute
 The bar chart illustrates how three areas namely Industry, Agriculture and
Business and Financial Services contributed to the economy of the UK from 1901
to 2000.
Phong cách 3: Mở bài với ‘compare(s) ... in terms of ...’ (so s|nh đối tượng nào về
phương diện gì)
 The bar chart compares three different areas namely Agriculture,

Manufacturing, and Business and Financial in terms of their contribution to the
economy of the UK from 1901 to 2000.
Note: từ ‘namely + A,B, and C...’ có chức năng liệt kê nhé các bạn!
Đặc biệt: nếu đề bài có từ ‘the number of ...’ thì mình sẽ viết thành ‘how many + SV’
hay ‘the amount of ...’ thì viết thành ‘how much + SV’. Các từ khóa còn lại paraphrase
như bình thường. Cách làm như thế này sẽ giúp mọi người tiết kiệm được nhiều thời
gian trong phòng thi!!!
Ví dụ:
1. The chart shows the average number of commuters travelling each day by
car, bus or train in the UK between 1970 and 2000.
 The chart illustrates how many people commuted daily by three different means of
transport in the UK over a period of 30 years.
2. The chart illustrates the amount of electricity produced from three sources in
2010.
 The chart illustrates how much electricity was produced from three sources in
2010.
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PRACTICE – nh em gạch ch}n c|c keywords suy ngh c|ch biến đổi loại từ/cụm
từ sau đó t p viết mở b{i theo ít nhất 2 c|ch được học cho mỗi đề
Ví dụ 1: The chart shows the participation by young people in sports by gender in

Great Britain in 1999.
• participation (n) → ............................................

• shows  ............................................
• by gender  ............................................
 .........................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
 .........................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
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Ví dụ 3: The two pie charts below show changes in world population by region
between 1900 and 2000.
• changes (n) → ............................................

• between 1900 and 2000  .......................................................
• by region  .......................................................
 .........................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
 .........................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
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Ví dụ 4: The chart shows the average number of commuters travelling each day by
car, bus or train in the UK between 1970 and 2000.
 Commuters (n)  .......................................................
 The number of ...  .......................................................
 each day = .......................................................
 By car, bus or train = .......................................................
 Between 1970 and 2000  ........................................................
.........................................................................................................................................................................
...............................................................................................................................................................................
...............................................................................................................................................................................
Ví dụ 5: The chart illustrates the amount of electricity produced from three

sources in 2010.
 produce (v)  ............................. (n)
 The amount of ...  .............................................
 From three sources  ......................................................
...........................................................................................................................................................................
.............................................................................................................................................................................
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Viết mở b{i cho c|c đề sau:
1. The graph below shows the number of Asian elephants between 1994 and
2007.
2. The graph below shows the number of university graduates in Canada

from 1992 to 2007.
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3. The graph below gives information about U.S. government spending on

research between 1980 and 2008.
4. The pie charts below compare water usage in San Diego, California and
the rest of the world.
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5. The table below gives information about changes in modes of travel in

England between 1985 and 2000.
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IELTS WRITING TASK 1 Home
English
KIẾN THỨC NÂNG CAO MÔ TẢ, SO SÁNH SỐ LIỆU VÀ XU HƯỚNG

I. KẾT NỐI CÁC XU HƯỚNG:
Xu hướng giống nhau và khác nhau
Ví dụ Figure 1: xu hướng tăng từ năm đầu cho đến năm cuối
 GM car sales increased gradually to $24,000 in 1980, and then it continued

its upward trend in the next thirty years to reach a peak of $105,000 in 2010.
Phân tích: từ nối ‘and’ dùng để tạo câu phức và thể hiện 2 xu hướng tăng giống
nhau.
Ví dụ Figure 2: xu hướng tăng sau đó giảm
 There was a sharp increase in GM car sales between 1960 and 1990 until it
reached a high of almost $95,000; however, sales began to decrease swiftly
(= quickly – C2) to under $65,000 in 2010.
Phân tích: từ nối ‘however’ dùng để tạo câu phức và thể hiện 2 xu hướng ngược
nhau.
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Bảng 1: Các mẫu câu ‘fancy’ để ghép xu hướng và tránh lặp chủ ngữ
STT Mẫu câu Ví dụ

S+V, which was followed by - There was a fall to 1,500 in the number of
... (theo sau bởi ...) car users in 2015, which was followed by
an increase to 2,000 in 2016.
 CT rút gọn:
1
S+V, followed by ... - There was a fall to 1,500 in the number of
car users in 2015, followed by an increase
to 2,000 in 2016.
S+V, but later + V (sau đó...) The number of car users declined slightly to
1,500 in 2015, but later went up sharply by
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500 in 2016.
S+V before V-ing (trước The number of car users declined slightly to
khi...) 1,500 in 2015 before experiencing a sharp
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increase of 500 in 2016.
- Starting at + số liệu, S+V, Starting at only 200 people in 2014, the

followed by ... number of car users then declined slightly to
- Starting at + số liệu, S+V 1,500 in 2015 before experiencing a sharp
4 before V-ing. increase and ending at 2,000 users in 2016.
- Starting at + số liệu, S+V,  Sau ‘starting at’ sẽ là số liệu của năm đầu
but later + V tiên nhé!
Note: Cấu trúc 1, 2 và 3 dùng để ghép 2 xu hướng còn cấu trúc 4 dùng để ghép 3 xu
hướng.
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II. CÁC MẪU CÂU TẠO ĐIỂM NHẤN CHO BÀI VIẾT, GIÁM KHẢO ĐỌC
THẤY LÀ MÊ:
Đây là các mẫu câu/ từ vựng mang tính văn học và nghệ thuật nhân bản, đôi khi bạn
dùng chèn vào tạo sự khác biệt (uncommon + academic words) để thay đổi điểm số
nha.
Mẫu 1: Tỷ lệ lớn nhất
Cho A có 80%, B có 60%, C có 45%, và D có 5%.
C}u cơ bản: A held the largest rate = the rate of A was the highest (80%), which was
much higher (cao hơn nhiều) than those of B, C, D (60%, 45%, 5%) respectively.
Câu nâng cao: A held the lion’s share = The lion’s share was held by A, which
far exceeded (vượt xa) B, C, and D (60%, 45%, 5%) respectively
Lưu ý : chỉ dùng ‘the lion’s share’ trong biểu đồ Bar, Pie và Table (không dùng cho
Line) và chỉ để mô tả đơn vị phần trăm thôi anh em nhé!
Mẫu 2: Tỷ lệ bé nhất
Cho A có 80%, B có 60%, C có 45%, và D có 5%.
C}u cơ bản: A held the largest rate (80%). In an opposite trend/ In contrast, D held
the smallest rate (5%).
Câu nâng cao: A held the lion’s share (80%). The reverse pattern(tỉ lệ ngược lại)
was seen in D, taking up a minority of (phần rất bé) 5%.
Mẫu 3: Mô tả xu hướng Tăng - Giảm - Phục hồi
Cho A có 75% năm 2007, sau đó A giảm xuống 50% năm 2010, giảm mạnh xuống
5% vào 2011 và tăng lại 30% vào 2015.
C}u cơ bản: The rate of A was 75% in 2007, and then it decreased to 50% in 2010.
It even reached a bottom of 5% in 2011 before rising again to 30% in 2015.
Câu nâng cao: A held the lion’s share in 2007 (three quarters). 3 years later, A lost
momentum (mất đà) and shrank (co lại) [= fell] to 50% in 2010 before
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plummeting to (lao mạnh xuống) its rock bottom (vực đáy) at 5% in 2011. Luckily,
it gathered the pace (lấy đà) and made a recovery (phục hồi) to soar (tăng vọt) to
30% in 2015.
Mẫu 4: Trượt nhẹ - ‘a slight dip’/ ‘a modest fall’
Cho A có 60% năm 2007, sau đó giảm rất nhẹ về 57% vào năm 2009
Viết như sau: A made up 60% in 2007, it then had a slight dip/ had a modest fall
to 57% in 2009.
Mẫu 5: Về nhất/ về nhì
A held the first rank= A was the top scorer. B was the runner-up ( = the second rank)
III. NÂNG BAND ĐIỂM BẰNG CÁCH ĐƯA NHẬN XÉT VÀ GIẢI THÍCH
Ví dụ:
 Both cities experienced a rise in the number of tourists coming in through

their airports, which reached a common level of 255,000 in July.
 Đề cập xu hướng tăng của đối tượng, sau đó dùng mệnh đề quan hệ để cụ thể hóa
tăng đến mức bao nhiêu.
Ta cũng có thể rút gọn mệnh đề quan hệ như sau:
 Both cities experienced a rise in the number of tourists coming in through

their airports, reaching a common level of 255,000 in July.
Các ví dụ khác:
 Gold bar prices experienced a spectacular rise in November, which
climbed to a new peak of $625.
 In the first half of 2009, the attendance at the museum went into free fall,
which nose-dived to approximately 300,000 visitors.
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English
 Females also spend less time socializing and much less time than men on
sport, which allows them more time for studying.
 The figures then dropped sharply to well below 5000, which was the
lowest in record for more than 40 years.
 The largest number of visitors in total came from the United States, which
rose from 345 to 609 thousand.
 Rents shot up from 11% in 1993 to 21% in 2003, which almost doubled
over the ten-year period.
 From the end of 2001, consumption remained unchanged with two minor
peaks at the end of 2001 and 2002, which corresponded with two dips in
the use of nuclear and fossil energies.
 Email and instant messenger are close thirds and fourths in popularity,
which scored 17% and 16% respectively for men, 21% and 18% for their
counterparts.
 The amount of money saved also dropped dramatically, which stepped
down from 6% in 2003 to just 2% ten years later.
 In the first two months of the year, the number of internet users reached
nearly 1.5 million, which was double the estimate for the period.
 The number of internet users soared once more during March and April,
which outstripped forecasts by a wide margin.
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English
LUYỆN TẬP
Bài 1: Điền từ thích hợp vào chỗ trống để miêu tả biểu đồ dưới đây
The number of road accidents began at over 4 million in 1983 and then (1) …………….
steadily to nearly 5 million in 1985. In the following year, the figure (2) ……………. at 6.5
million before (3)……………. 3.5 million in 1987. There was (4) ……………….. in the number of
road accidents between 1987 and 1990, which was followed by (5)……………….. to a low of
just under 3 million in 1991. The year 1992 (6)……………….. a recovery back to 4 million
accidents, but the figure then (7)……………….. to 3 million cases at the end of the period.
Bài 2: Quan sát các biểu đồ sau và mô tả sự thay đổi, kết nối các xu hướng với các mẫu
câu đã học
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English
Figure A
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Figure B
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Figure C
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Figure D
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Figure E
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English
Figure F
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Bài 3: Mô tả cho sự thay đổ và các xu hướng trong biểu đồ. Có thể dùng các cụm từ gợi
ý dưới đây để viết bài
1. mild fluctuations 8. a marked rise
2. a peak 9. a dramatic decrease
3. a period of instability 10. a period of slight volatility
4. a significant increase 11. a levelling out/off
5. a partial growth 12. a sharp decline
6. a record high 13. a plateau
7. figures climbing back 14. figures remaining constant
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English
Ví dụ (Số 1 & 5 được dùng):
There were mild fluctuations in the number of the XYZ radio station listeners from
1980 to 2000, ranging between 11 and 35 thousand people; however, the figure then
saw a partial growth over the next ten years, reaching almost 25 thousand people by
2010.
Các bạn mô tả từ năm 1940 xuyên suốt cho tới 2030 nhé. Cẩn thận thì cần sử dụng là quá
khứ hay tương lai.
Answer:
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Bài 4: LUYỆN TẬP DỊCH THUẬT NÂNG CAO
1. Tỉ lệ sở hữu ô tô (car ownership) tại Mỹ đạt/đăng ký khoảng 35% năm

1999. Con số này sau đó mất đà và trượt xuống 15% trước khi phục hồi và
tăng lên lại 22% vào năm 2005. (Mẫu 3)
……………………….……………………….……………………….……………………….……………………….…
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2. Trong nửa năm đầu (the first half) của 2006, tỉ lệ tai nạn giao thông tại New
York đã tăng gấp 8 lần (increase 8-fold) trước khi nó giảm mạnh xuống tỉ lệ
chạm đáy kỷ lục (its rock bottom) 5% vào 2010.
……………………….……………………….……………………….……………………….……………………….…
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3. Tại Pháp, tổng số người sử dụng Internet để mua sắm đã trải qua một đợt
tăng không đoán nỗi (an unprecedented rise) trong năm 2002, tại 85%
(một tỉ lệ cực lớn – a massive rate), mặc dù con số này trượt nhẹ vào 2
năm sau đó.
……………………….……………………….……………………….……………………….……………………….…
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4. Tỷ lệ thất nghiệp (Unemployment rate) giảm mạnh từ 60% xuống 20%

trong vòng 5 năm từ 1990 đến 1995, sau đó nó duy trì.
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CHƯƠNG 4
DẠNG BÀI CÓ XU HƯỚNG
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DẠNG BÀI CÓ XU HƯỚNG

Dạng bài có xu hướng là dạng bài có sự thay đổi của số liệu qua các mốc thời gian (Từ
năm này sang năm khác...)
Bố cục bài viết:
1. INTRODUCTION: viết 1 câu, paraphrase lại đề bài bằng ngôn từ của mình
ÔN TẬP: Viết mở bài cho các đề sau, sử dụng các phương pháp đã học ở bài trước
Biểu đồ số 1:
The graph below shows the consumption of fish and different kinds of meat in a
European country between 1979 and 2004.
……………………….……………………….……………………….……………………….……………………….…
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The graph below shows the proportion of the population aged 65 and over
between 1940 and 2040 in three different countries.
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The pie charts below show the changes in annual spending by a particular UK
school in 1981, 1991 and 2001.
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The chart below shows male and female fitness membership in Thailand between
1985 and 2015.
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2. OVERVIEW (ĐOẠN TỔNG QUAN):

 Phần này vô cùng quan trọng.
 Muốn đạt được điểm tốt như ý muốn trong Task 1 thì bắt buộc phải có một phần
Overview tốt.
 Cách viết: Viết 2 câu, nêu 2 điểm nổi bật nhất (2 striking features) trên biểu
đồ. Không đưa ra bất kỳ số liệu nào trong Overview.
 Công thức: ‘It is clear/noticeable that [first striking point] . Additionally, [second
striking point].’
 Hoặc: ‘Overall, [first striking point]. It is also clear/noticeable/noted that [second
striking point].’
QUAN TRỌNG: C|c tiêu chí để tìm điểm nổi bật cho Overview
1. Tất cả cùng tăng?/ Cùng giảm?

 The numbers of A, B and C all increased during the research period.
2. Tiêu chí nào luôn cao nhất? Luôn thấp nhất?
 The number of C was by far highest during the research period. (từ ‘by far’ giúp
người đọc hiểu rằng tiêu chí này luôn cao nhất/ thấp nhất từ đầu đến cuối thời
kỳ khảo sát)
3. Tiêu chí nào thay đổi nhiều nhất:
 The number of C experienced the most dramatic/ significant/ noticeable
change.
 Nếu không có đủ 2 tiêu chí nổi bật - ví dụ như chỉ đáp ứng được tiêu chí 2, không
đáp ứng 1 và 3 - thì ta sẽ đi đến phương án cuối cùng.
4. Liệt kê đường nào tăng, đường nào giảm (Bắt buộc liệt kê đầy đủ tất cả các
đường, không được thiếu đường nào cả. Ví dụ: Dù câu một ta đã nói là C luôn
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cao nhất, câu 2 chúng ta vẫn phải nói về C lại là C tăng hay giảm, và cả A, B tăng
hay giảm)
LUYỆN TẬP: Viết đoạn Overview cho 4 đề ở đầu bài học
Đề 1:
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Đề 2
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Đề 3
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Đề 4
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Hướng dẫn nâng cấp các câu mô tả 2 xu hướng đối lập
C}u cơ bản: ‘Additionally, while chicken consumption increased, the figures for beef,
lamb and fish all decreased from 1979 to 2004.’ (câu này đơn giản vì chỉ sử dụng các
động từ ‘increase/ decrease để thể hiện xu hướng tăng/giảm)
Câu nâng cấp: Additionally, while chicken consumption increased, the opposite
trend was true for the figures for beef, lamb and fish from 1979 to 2004. (xu hướng
ngược lại đúng cho ...  tránh lặp từ ‘increase/ decrease’)
C}u n}ng cao hơn nữa: ‘Additionally, while chicken consumption experienced an
upward trend, the reverse patterns could be seen in the figures for beef, lamb and
fish from 1979 to 2004. (nâng cấp từ vựng học thuật hơn)
Ở đ}y mình biển đổi:
 increased  experienced an upward trend (to decrease  a downward trend)

 the opposite trend  the reverse patterns
3. ĐOẠN BODY 1:
- Mô tả và so sánh số liệu của NĂM ĐẦU TIÊN.
- Mô tả và so sánh xu hướng từ NĂM ĐẦU TIÊN đến NĂM ĐẶC BIỆT của từng đối
tượng trong biểu đồ. NĂM ĐẶC BIỆT là năm mà:
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 Các xu hướng đối lập nhau (ví dụ tại năm đó có 1 đường tăng, 2 đường còn lại
giảm)
 Có đối tượng tăng đạt đỉnh hoặc giảm xuống đáy (reach a peak/bottom of ...)
 Năm chuyển giao giữa quá khứ và tương lai (nếu biểu đồ có năm trong tương lai)
4. ĐOẠN BODY 2:
- Mô tả và so sánh xu hướng từ NĂM ĐẶC BIỆT đến NĂM CUỐI CÙNG của từng đối
tượng trong biểu đồ.
Chú ý: Mỗi Body nói từ 4-5 số liệu  Tổng cả bài 8-10 số liệu. (Dù bài có nhiều số liệu
cũng chọn ra 4-5 số liệu cho mỗi Body)
Ngoài ra chúng ta còn có thể chia 2 đoạn thân bài bằng cách nhóm các đối tượng có cùng
xu hướng với nhau.
Ví dụ: Body 1 --> 2 đối tượng cùng tăng, còn Body 2 mô tả 2 đối tượng cùng giảm
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THỰC HÀNH: Viết bài hoàn chỉnh cho đề sau
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Các bạn viết bài hoàn chỉnh cho 4 đề đã cho ở đầu bài (chỉ cần viết thêm 2 đoạn Body,
đoạn Introduction và Overivew đã hoàn thành trên lớp).
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CHƯƠNG 5
DẠNG BÀI KHÔNG CÓ XU
HƯỚNG
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DẠNG BÀI KHÔNG CÓ XU HƯỚNG

Lưu ý:
- Bố cục cũng bao gồm 4 đoạn như Dạng bài có xu hướng tuy nhiên chúng ta không
được phép mô tả tăng giảm.
- Chỉ có thể mô tả và so sánh các số liệu với nhau.
Ví dụ:
IETLS WRITING TASK 1
The percentage of school aged boys in two different age groups who participated
in five different sports in the UK in 2010
1. INTRODUCTION: paraphrase đề bài bằng ngôn từ của mình
 The table compares the proportions of 6-11 and 12-16-year-old boys taking part in 5
various kinds of sport in the UK in the year 2010.
2. OVERVIEW: 2 câu về 2 tiêu chí nổi bật của biểu đồ
Chúng ta luôn có 2 nhóm đối tượng so sánh, tương ứng với các hàng và các cột trong
table trên.
 2 cột: 2 nhóm tuổi  nhóm 6-11 tuổi luôn cao hơn.

 5 hàng: 5 môn thể thao  football cao nhất.
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 It is clear from the table that boys aged 6-11 were generally more likely to play sports
than the other group. Additionally, football was the most popular type of sport for both
age groups.
Như vậy, khi viết Overview cho dạng bài không có xu hướng, đặc biệt ở dạng Table
chúng ta sẽ so sánh các hàng với nhau và các cột với nhau để tìm ra điểm nổi bật. Các
dạng biểu đồ khác để tìm điểm nổi bật chỉ cần so sánh các đối tượng trong biểu đồ với
nhau, tìm đối tượng LỚN/NHỎ NHẤT.
3. BODY: có 2 cách chia
 Cách 1: Chia theo cột (Dễ làm hơn).
 Body 1: Nhóm 6 - 11 (5 số liệu)

 Body 2: Nhóm 12 - 16 (5 số liệu)
 Cách 2: Chia theo hàng.
 Body 1: 2 môn thể thao (4 số).

 Body 2: 3 môn còn lại (6 số).
Nguyên tắc: luôn mô tả và so sánh các số liệu của từng đối tượng với nhau, dùng các
cấu trúc đã học.
Ví dụ 2 đoạn Body theo cách 1:
For the 6-11 age group, the rate of boys playing football was highest (1), at 87%,
while the figure for basketball was significantly lower, at 35%. Boys who took part in
playing cricket accounted for 45% of the total group. Meanwhile, the percentages of boys
who participated in rugby and swimming were lowest, at 23% and 19% respectively.
For 12-16-year-olds, the proportion of boys who played football was also highest
among 5 types of sport, at 78%. Basketball and rugby players made up 25% and 21% of
this group respectively, while 34% of boys aged 12-16 chose to play cricket. The figure
for swimming was lowest, at only 19%.(2)
Cụm từ mẫu cho phần mở đầu của mỗi body:
 For ... (Chỉ dùng cho người)
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 In terms of .../ Regarding ... (Dùng được cho mọi trường hợp).
Note:
 nâng cấp (1) = topped the list/ took the lead.

 nâng cấp (2) = the bottom position belonged to swimming, with only 19%
of boys in this age group choosing the subject.
LUYỆN TẬP
Đề 1:
The table below gives information on consumer spending on different items in five
different countries in 2002.
Percentage of national consumer expenditure by category – 2002
Phân tích bảng:
Tìm ý cho đoạn Overview:
 5 hàng: Không có gì đặc biệt.

 3 cột: F/D/T cao nhất, L/E thấp nhất.
Planning cho 2 đoạn Body:
Body 1: Cột Food/Drinks/Tobacco (5 số) (Cột này quan trọng nên dành hẳn một cột để
nói về nó). Mô tả số lớn nhất, so với số thứ nhì. Ba số còn lại gần như bằng nhau.
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Body 2: C/F và L/E (Có 10 số, tuy nhiên mỗi Body chỉ cần nói từ 4-5 số)
 Chọn những số quan trọng là những số cao nhất và thấp nhất ở mỗi cột) C/F:
Italy, Sweden và L/E: Turkey, Spain
Bài viết hoàn chỉnh:
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Đề 2:
Bước 1: Ph}n tích đề
 Đối tượng (chủ ngữ) của biểu đồ là gì?

 Đơn vị là gì?
 Có mốc hay khoảng thời gian không? Thì của động từ?
Bước 2: Paraphrase đề bài - viết Introduction
 Housing preferences of UK people = housing preferences among people who lived

in Liverpool, London and Manchester.
 in 2009 = in the year 2009
Bước 3: X|c định ý và viết Overview
 Với dạng bài không có xu hướng, Overview ch noi về độ lớn của các đối tượng
(lớn nhất, bé nhất, chênh lệch nhiều nhất)
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Với bài này có thể thấy:
 Cao nhất: Apartments là sự lựa chọn phổ biến nhất tại Liverpool, trong khi
Semi-detached houses lại được người dân London và Manchester ưa chuộng
hơn.
 Thấp nhất: Lựa chọn Terraced houses thấp nhất ở cả 3 thành phố
Bước 4: Lựa chọn, nhóm thông tin và viết 2 đoạn Body
Body 1: Phân tích-so sánh tỉ lệ chọn lựa nhà ở tại Liverpool và Manchester
 Apartments: khoảng 60% người dan Liverpool noi rằng họ thích sống ở
Apartment hơn, gần gấp 3 con số đó tại Manchester.
 Lượng người chọn Detached houses (15%) và Semi-detached houses (gần 20%)
ở Liverpool thấp hơn nhiều so với Manchester (gần 35%).
 Terraced houses là sự lựa chọn ít nhất, dao động quanh 10%.
Body 2: Phân tích-so sánh tỉ lệ chọn lựa nhà ở tại London
 Gần 40% người dân London cho rằng họ thích sống ở Semi-detached houses.
 Theo sau đó là gần 30% thích ở Apartment va 25% th ch ơ Detached houses.
 Terraced houses có số lượng vote thấp nhất, chỉ khoảng dưới 20%.
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1. Viết bài hoàn chỉnh cho đề sau:
Gợi ý chủ ngữ:
1. The percentage/rate/proportion of plastics recycled in ... is ...%.
2. The percentage/rate/proportion of recycling for plastics in .. is ...%.
3. The percentage/rate/proportion of plastics recycling in .. is ...%.
4. Sydney recycles ..% of total platics.
5. Platics accounts for/ takes up/ constitutes/ holds/ gains ...% of the total reycling
in Sydney.
6. The level of plastics recycling in ... is ...%
7. The figure for ... (Places)
8. In worldwide = on the global scale
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Gợi ý Overview:
 Chỉ ra từng loại nguyên liệu (Plastics, Glass, Paper) được tái chế nhiều nhất ở
đâu?
Body: chia làm 3 đoạn cho 3 loại nguyên liệu. Ở mỗi đoạn viết số liệu lớn nhất trước,
sau đó so sánh với các số liệu còn lại. (nguyên tắc: VIẾT THEO MÀU)
Lưu ý: Bài không có thời gian cụ thể nên mặc định sử dụng THÌ HIỆN TẠI ĐƠN. Và khi
so sánh phần trăm lớn hơn mình dùng ‘larger’ chứ không dùng ‘higher’ nhé!
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2. Viết bài hoàn chỉnh cho đề sau:
The first chart below shows how energy is used in an average Australian
household. The second chart shows the greenhouse gas emissions which result
from this energy use.
Gợi ý Overview:
 Chỉ ra 1 điểm nổi bật cho từng biểu đồ.
 Heating sử dụng nhiều năng lượng nhất, nhưng Water heating lại tạo ra nhiều
Greenhouse gas emissions nhất.
Body: chia làm 2 đoạn cho 2 pies. Ở mỗi đoạn viết số liệu lớn nhất trước, sau đó so
sánh với các số liệu còn lại.
Lưu ý: Bài không có thời gian cụ thể nên mặc định sử dụng THÌ HIỆN TẠI ĐƠN. Và khi
so sánh phần trăm lớn hơn mình dùng ‘larger’ chứ không dùng ‘higher’ nhé!
Gợi ý chủ ngữ, paraphrase:
 the proportion of energy consumed for ...

 how much greenhouse gas is emitted by an average Australian household resulting
from this energy consumption.
 energy use = energy usage = the use of energy = energy consumption + FOR ...
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 to release = to emit greenhouse gases/emissions.

 an average Australian household = a typical family in Australia.
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DẠNG MIX 2 BIỂU ĐỒ

Thỉnh thoảng trong Writing Task 1 chúng ta sẽ gặp đề thi gồm có 2 biểu đồ. 2 biểu đồ
này có thể cùng loại (2 cái pie charts chẳng hạn), hoặc khác loại (1 line graph và 1 bar
chart...).
Cách làm dạng bài này rất đơn giản như sau:
1. Introduction
Chúng ta viết 2 câu như bình thường cho 2 biểu đồ, và ghép lại bằng từ "and"/ ‘while’
và 1 dấu phẩy:
VD: The line graph compares ..................... , and the bar chart illustrates ..................
2. Overview
Chúng ta viết 2 câu, nêu ra điểm nổi bật của 2 biểu đồ:
 Câu 1 nêu điểm nổi bật nhất ở biểu đồ 1.

 Câu 2 nêu điểm nổi bật nhất ở biểu đồ 2.
3. Body 1: Mô tả biểu đồ 1
4. Body 2: Mô tả biểu đồ 2
Vì có đến 2 biểu đồ trong 1 bài nên hãy cố gắng chọn những thông tin và số liệu ‘đắt’ để
miêu tả chứ không liệt kê hết các số liệu anh em nhé!
Ví dụ: The charts below give information about travel to and from the UK, and
about the most popular countries for UK residents to visit.
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Ph}n tích đề:
1. Introduction: nêu ra mỗi biểu đồ nói về cái gì?
- information about travel to and from the UK = the number of UK residents going abroad
from the UK and overseas residents visitng the UK
- the most popular countries for UK residents to visit = how many UK residents travelled
to five of the most popular countries.
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- gives information about = illustrates = shows data on = ...
2. Overview: nêu 1 điểm nổi bật cho từng biểu đồ
- Line: Số lượng người Anh đi ra nước ngoài (1) và số lượng du khách nước ngoài đến
Anh (2) đều tăng. Ngoài ra, đường (1) luôn lớn hơn đường (2).
- Bar: Pháp là quốc gia phổ biến nhất
3. Body 1: nêu số liệu năm đầu, sau đó mô tả xu hướng từ năm đầu đến năm cuối.
4. Body 2: nêu số liệu lớn nhất, sau đó so sánh với các số liệu còn lại.
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The graph and table below show the average monthly temperatures and the
average number of hours of sunshine per year in three major cities.
Ph}n tích đề:
- Line: 3 đường với 3 thành phố khác nhau, thể hiện nhiệt độ trung bình của từng
tháng.
 Điểm nổi bật: ở London và New York nhiệt độ cao nhất từ tháng 6 cho đến
tháng 8, ngược lại ở những tháng này nhiệt độ tại Sydney lại thấp nhất.
 Body: miêu tả và so sánh số liệu của tháng 1 trước, sau đó mô tả xu hướng của
chúng tới giai đoạn đạt đỉnh/chạm đáy. Và cuối cùng là nói xu hướng từ giữa đến
cuối giai đoạn.
- Table: số giờ có nắng trung bình năm cũng ở 3 thành phố nêu trên
 Điểm nổi bật: có thể nói London có số giờ nắng ít nhất trong số 3 thành phố đề
cho.
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 Body: miêu tả lớn nhất là thành phố nào, mấy giờ, theo sau bởi ai + số liệu. Vị trí
thấp nhất thuộc về ... + số liệu. (Super easy!!!)
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CHƯƠNG 6
BẢN ĐỒ
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DẠNG MAPS THAY ĐỔI THEO THỜI GIAN

I. TỪ VỰNG VÀ CẤU TRÚC QUAN TRỌNG:
1. TỪ VỰNG CHỈ HƯỚNG:
C|c hướng cơ bản:
Top left-hand corner Top Top right-hand corner
Left-hand side Middle/Centre Right-hand side
Bottom left-hand corner Bottom Bottom right-hand corner
Khi muốn nói đến vị trí một tòa nhà hoặc cái gì đó trên bản đồ, ta viết:
 In the northwest corner/area of the city

 To the south of the river
 The school was located/ situated in the northwest conrner of the city.
 There was an airport to the south of the lake.
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2. TỪ VỰNG CHỈ SỰ THAY ĐỔI:

2.1. Cấu trúc chỉ sự phá bỏ:
 The school was demolished/ knocked down/ pulled down/ removed/ torn
down. (Dùng cho nhà cửa, buildings)
 All the trees was cut down/chopped down/ cleared [to make way for ...].
(Dùng cho cây cối)
 The airport disspeared.
2.2. Cấu trúc chỉ sự xây mới, trồng mới, hoặc tân trang, xây lại:
 Skyscrapers were built/constructed/erected.
 A park appeared.
 There was a construction of a new hospital.
 More trees will be planted around the park.
 The university library was completely renovated/ reconstructed/
modernized. (được tân trang/ xây lại)
2.3. Cấu trúc chỉ sự thay thế:
 This airport was demolished to make way for a new hospital.
 All the trees were replaced by a stadium.
 A stadium was built and replaced all the trees.
 The appearance of B was the disappearance of A.
 The emergence of B was at the expense of A.
 B was built/erected/constructed in the place of A.
 The playground was converted/ transformed into (được biến đổi thành) a
large car park.
2.4. Cấu trúc chỉ sự mở rộng và kéo dài:
 The car park near the river was expanded/widened/extended/enlarged/
developed.
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 The school became bigger.

 The railway was lengthened.
2.5. Cấu trúc chỉ sự thu nhỏ/rút ngắn:
 The school was narrowed.
 The car park became smaller.
 The railway was shortened.
2.6. Cấu trúc chỉ sự dịch chuyển:
 The stadium was moved/relocated to the north.
2.7. Cấu trúc chỉ sự giữ nguyên:
 The airport still remained/existed.
Bảng tóm tắt từ vựng miêu tả sự thay đổi và một số ví dụ khác:
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PRACTICE:
Bài 1:
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Bài 2: The maps below show changes that took place in Youngsville in New Zealand
over a 20-year period from 1990 to 2010.
Use one word from the following list to complete each blank space
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II. CẤU TRÚC MỘT BÀI MAP THAY ĐỔI THEO THỜI GIAN:
1. Introduction: paraphrase đề bài
- Các phrase cố định có thể dùng cho đoạn mở bài:
 The maps show/illustrate the main developments/changes that took place in ...
from ... to ... .
 The maps show/illustrate how [địa điểm] developed between ... and ... .
2. Overview: Nêu 1-2 thay đổi nổi bật nhất trên bản đồ.
- Anh em nên có khoảng 2 câu general statement mô tả chung về 2 bản đồ và những sự

khác biệt đáng chú ý nhất giữa chúng. Anh em có thể xác định những thay đổi chung
bằng cách trả lời các câu hỏi sau: Bản đồ thể hiện lượng cư dân ít hơn hay tăng lên? Diện
tích khu vực nông thôn và lượng cây xanh có giảm đi không? Những thay đổi này là rất
lớn hay không đáng kể? Có cải tiến gì lớn trong cơ sở hạ tầng không? Những tòa nhà và
khu vui chơi giải trí (leisure facilities) đã thay đổi như thế nào?
- Chọn 2-3 sự khác biệt đáng chú ý nhất trên bản đồ và viết một câu general statement
về mỗi sự khác biệt này.
- Các mẫu Overview hay sử dụng nhất trong các bài map có sự thay đổi:
 Overall, a comparison between the two maps reveals (cụm cố định) a change
from a largely rural into a mainly urban landscape.
 Overall, A witnesses (nhớ chia theo thì) some radical changes and have a
completely new look with more top-notch facilities and infrastructures.
(rất phù hợp với những trường hợp mà khu vực đó biến đổi một cách toàn diện,
hiện đại hơn rất nhiều so với hồi xưa)
 Over the period, the area witnessed dramatic changes.
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 From 1995 to 2005, the city centre saw spectacular developments.

 The village changed considerably over the time period.
 During the 10-year period, the industrial area was totally transformed.
 Over the past 20 years, the residential area was totally reconstructed.
 Over the time period, the old docks were totally redeveloped.
 Between 1995 and 2005, the old houses were rebuilt.
 The central business district was completely modernised during the time
period.
 Overall, it is clear that the town has undergone a considerable
transformation over the period.
 Overall, there has been several changes, the most noticeable being ... [liệt kê
ra những thay đổi đáng chú ý]
3. Body: có hai cách chia đoạn Thân bài
- Cách 1: liệt kê Map năm đầu có những gì ở Body 1, sau đó liệt kê những thay đổi của
các đối tượng có trong Map ở Body 2.
- Cách 2: tùy vào hướng mình sẽ chia đôi Map thành 2 phần, mỗi Body mô tả vị trí và
sự thay đổi của các đối tượng của từng phần. (cách này khuyến khích hơn và đạt
band cao hơn)
Ví dụ: Ở đề bài dưới, vì có con sông Alanah ở giữa bản đồ nên chúng ta có thể lấy nó
làm mốc chia luôn. Body 1 nói về những chi tiết ở phía Bắc của con sông, và Body 2 nói
về những chi tiết ở phía Nam.
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- Các từ nối có thể sử dụng trong 1 đoạn Thân bài:
 In [năm đầu tiên], A was a/an ... area with ..., but during the next ... years A
experienced a number of dramatic changes.
 On the ... side of ..., a number of developments occurred.
 The most noticeable is that ...
 Moreover, ...
 Further developments were the construction of ... in ... and the addition/
elimination of ...
Ví dụ:
 On the west side of the river, a number of developmets occurred. Blocks of flats
replaced the houses north and west of the lake, with more houses also being
built to the south.
 The most noticeable is that all of the trees south of the River Alanah were cut
down, with all the houses along the railway line being knocked down and
replaced by skycrapers.
Anh em có thể sử dụng từ ‘with’ để bổ sung thêm thông tin về sự thay đổi nhé:
 Lưu ý sau ‘with’ không thể là một mệnh đề mà chỉ có thể là một V-ing, cộng thêm
việc sử dụng thể bị động  ta có cấu trúc câu như sau :‘SV, with S + being + V3’
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LUYỆN TẬP:
The diagram shows the changes that have taken place at West Park Secondary
School since its construction in 1950.
Planning là bước rất quan trọng để viết 1 bài Task 1, đặc biệt là dạng Map này. Anh em
cần xác định vị trí của các facilities sau đó xem thử có những thay đổi nào qua các năm.
Nếu mình liệt kê đủ ra hết sau đó áp cấu trúc thì mình đã có được 1 bài viết tốt rồi anh
em nhé!
Ph}n tích c|c thay đổi qua c|c năm:
- Thay đổi nổi bật nhất để viết trong đoạn Overview: ‘sự xuất hiện và lớn mạnh
không ngừng của thằng CAR PARK’ và ‘2 bạn Houses và Farmland hoàn toàn biến mất ở
năm 2010’.
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- Từ 1950 đến 1980: (Body 1)
 Houses  Car park + Science block.

 Farmland  Sports field.
 Playground giữ nguyên
- Từ 1980 – 2010: (Body 2)
 Car park được mở rộng  Sports field + Playground nhỏ lại.

 Science block + School main building không có gì thay đổi.
BÀI VIẾT HOÀN CHỈNH:
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Viết bài hoàn chỉnh cho các đề sau. Trước khi viết bài hãy lập dàn ý các sự thay đổi diễn
ra ở 2 maps.
Đề 1:
The maps below show the changes that took place at the seaside resort of
Templeton between 2000 and 2013.
Gợi ý:
 Lấy con sông làm mốc, chia bản đồ thành 2 phần phía Đông và phía Tây (tương
ứng với 2 đoạn Body).
 Striking features: cái resort này đã được nâng cấp rất nhiều, với sự xuất hiện
của supermarket, factory, và mở rộng railway  đa số cây xanh bị chặt bớt 
less green.
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Đề 2:
The maps show the transformation of the village of Eastminster over a ten-year
period.
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Gợi ý: Ta thấy có 1 dòng sông cắt ngang bản đồ này, vậy ta sẽ nhận xét 2 khu vực:
North of the river và South of the river. Nhìn tổng quan, ta thấy thay đổi chủ yếu là có
thêm:
 houses & apartment blocks  residential development

 shops/ shopping complex, hotel with golf course  commercial development
 factories & warehouses  industrial development
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Đề 3:
The maps below show the centre of a small town called Islip as it is now, and plans
for its development.
 Đối với dạng bản đồ này, bạn sẽ thấy không có con sông hay cái gì cắt ngang để
làm cột mốc khi nó ra cả. Vậy thì phải làm saoooo???  Rất đơn giản, mình cứ
gom những cái gì nổi nhất ra nói trước, những cái nhỏ nhỏ còn lại thì gom lại nói
sau.
 Hội nổi bật có ứng viên sáng giá nhất là 'dual carriageway' = cái ‘ring road
around the centre’. Hội còn lại là ‘xây thêm housing và shops’. Những cái nhỏ
hơn sẽ là ‘d~y shops ở phía Bắc được thay thế bởi tùm lum facilites, nhớ
liệt kê ra’ và ‘park nhỏ lại, school giữ nguyên’
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 Nhớ là đừng nhận xét riêng từng bản đồ, mà bạn lấy 1 đối tượng ra rồi xét đối
tượng đó ở bản đồ present thì thế nào, bản đồ future thì thế nào; cứ thể tiếp tục
qua các đối tượng khác.
 Sử dụng thì hiện tại + tương lai + thể bị động.
 Từ vựng: planned developments = possible/ potential/ proposed changes = how it
looks in the future
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Đề 4:
The two maps below show road access to a city hospital in 2007 and 2010.
1. Introduction paragraph: paraphrase the question statement

2. Overview paragraph: state how many changes were made, summarise what
type of changes they were (e.g. three changes; parking, bus stops, roundabouts)
3. Details paragraph 1: describe changes to infrastructure for bus access,
including roundabouts
4. Details paragraph 2: describe changes to parking areas
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CHƯƠNG 7
QUY TRÌNH
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DẠNG BÀI QUY TRÌNH

1. Natural Process – Quy trình diễn ra trong tự nhiên:
 Với dạng bài này, người viết thường phải miêu tả vòng đời (life cycle) của động
vật/thực vật hoặc 1 chu kỳ, hiện tượng thời tiết diễn ra trong tự nhiên (vòng
tuần hoàn của nước, quá trình hình thành một cơn bão, v.v.). Do tính chất trên
nên các giai đoạn của một Natural Process sẽ được miêu tả bằng ngôn ngữ CHỦ
ĐỘNG.
 Ví dụ: vòng đời của ếch
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2. Manufacturing Process - Quy trình sản xuất:

 Dạng bài này thường yêu cầu người viết miêu tả quá trình sản xuất của một thứ
nguyên liệu hoặc một sản phẩm cụ thể nào đó. Vì vậy, các giai đoạn của một
Manufacturing Process thường sẽ được miêu tả bằng ngôn ngữ BỊ ĐỘNG.
 Ví dụ: quy trình sản xuất xi măng và cách tạo ra bê tông
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 Thì HIỆN TẠI ĐƠN là thì sẽ được sử dụng chủ yếu cho cả hai dạng bài quy trình nêu
trên.
Chúng ta sẽ tập trung vào phân tích và luyện tập cách làm bài Manufacturing process
(phổ biến và thường ra thi hơn).
1/ Cách viết bài:
a. X|c định số bước trong quy trình
b. X|c định bước đầu v{ bước cuối của một quy trình
c. Lưu ý chung cho một bài Process
• Xác định số bước phù hợp trong 1 bài dài 150 từ.
• Không bỏ sót các bước nào, có thể gộp các bước để viết.
• Thì của động từ thường là hiện tại đơn. Sử dụng câu chủ động hay bị động cho
phù hợp.
• Khi đọc process, cần chú ý và khoanh tròn các động từ hoặc những key words có
thể biến đổi thành các dạng khác nhau của động từ, ví dụ đề cho động từ thì có thể biến
đối thành bị động, hoặc danh từ.
2/ Các cấu trúc của động từ nên dùng trong dạng Process:
(1) S + tobe + V3 (bị động)
Ví dụ: At the beginning of the process, clay is dug from the ground.
(2) Being + V3 (mệnh đề quan hệ rút gọn với thể bị động)
Ví dụ: After being washed, the tomatoes are moved to the grilling stage.
(3) V-ing (khi nói đến thao tác)
Ví dụ: After that, the ground, frozen liquid is dried in a vacuum so that the water
evaporates, leaving the coffee granules.
(4) V-er (máy)
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Ví dụ: Trong một process mà người ta trộn lẫn các nguyên liệu với nhau thì ta có động
từ ‘mix’  ‘mixer’ là cái máy trộn (dạng này cần cẩn thận và tra từ điển xem có tên máy
đó không nhé!)
3/ Một số câu mẫu khi viết bài quy trình Sản xuất:
Viết câu Introduction: ‘The diagram(s)/picture(s)/drawing(s) illustrate(s)/

demonstrate(s)/ describe(s)’
• The production of ...
• The process of producing/ making/ manufacturing/ generating ...
• How ... is produced/ made/ manufactured/ generated.
• How to produce/ make/ manufacture/ genertate ...
Overview: Để viết câu overview, chỉ cần nói Process có bao nhiêu bước, bắt đầu bằng
gì và kết thúc bằng gì.
 There are ... main steps/ stages in the process of making ..., beginning with ... and
culminating in ... .
 The process/ production of ... involves ... main steps/ stages, beginning with... and
finishing with ... .
Nếu có 2 bức tranh chỉ 2 process thì cần giới thiệu mỗi process có bao nhiêu bước, viết
trong 1 câu, dùng các từ nối như ‘whereas/ while/…’
Ví dụ: There are five main steps in the process of producing milk, while only three stages
are required to store it after that.
4/ Từ vựng cần dùng khi viết bài quy trình sản xuất:
(1) Bắt đầu process:
 To begin with, ...

 First of all, ...
 In the first step, ...
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 At the first stage of the process, ...

 The process begins when SV
(2) Các steps tiếp theo:
 Following that, ...

 The second stage is that…
 In the next/ subsequent step,
 SV, followed by + Noun
 After that, ...
(3) Các steps diễn ra cùng lúc:
 At the same time, ...

 Simultaneously, ...
(4) Kết thúc process:
 Finally, ...
 The last/ final step is that…
5/ Bố cục chuẩn của một bài quy trình sản xuất:
MỞ BÀI
The diagram illustrates the process of .... V-ing
TỔNG QUAN
Overall, there are ... main steps in this process, beginning with ... and
ending with ...
THÂN BÀI 1
At the first stage of the process,... . After that, ... . Next, ... .
THÂN BÀI 2
At the next stage of the process, ... . Following this, ... . Then, ...
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6/ Bốn cấu trúc quan trọng dùng để gộp c|c bước trong quy trình:
(1) Once SV, SV. (một khi)
 The mixture is beaten for about 45 seconds and a pulp is formed afterwards.
Once it is ready, the pulp is poured into a shallow tray.
 Once being separated, the liquid ethanol will undergo the next phase of the
process - purification – which takes another 5 hours to finish. (nếu hai vế cùng
1 chủ ngữ, ta có thể lược bỏ chủ ngữ ở vế Once, động từ chuyển về dạng V-
ing)
(2) ‘Having + Verb participle, SV’
 Having been poured into a shallow tray with some water, the pulp is then
mixed by hand. (thực chất đây là mệnh đề quan hệ rút gọn với thể bị động
dùng ở Thì hiện tại hoàn thành)
(3) After/Before V-ing, SV
 After being soaked for an hour, the mixture is beaten for about 45 seconds until
a pulp is formed.
 Before being beaten for about 45 seconds to form a pulp, the mixture is left for
an hour.
(4) SV, followed by + Noun
 At the following stage, the pulp is poured into a shallow tray and some water is
also added. This is followed by a hand-mixing process.
 At the following stage, the pulp is poured into a shallow tray and some water is
also added, followed by a hand-mixing process. (dạng rút gọn)
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LUYỆN TẬP: Cùng phân tích và viết bài hoàn chỉnh cho đề sau
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Đầu tiên: Đếm số bước; tìm bước đầu và cuối sau đó chia nhỏ cả quá trình ra thành các
bước riêng rẽ để dễ nhìn và thuận lợi cho việc mô tả.
(1) Introduction: Paraphrase lại đề bài.
Template (Cấu trúc mẫu, câu mẫu):
 The production of cement

 The process of producing/making cement
 How cement is produced/made
 How to produce/make cement
 Intro: The diagrams illustrate the production of cement, and how to use
cement to make concrete.
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(2) Overview: Viết 2 câu nêu ra 2 điểm nổi bật nhất. Đối với process: Nói ra process
này có tổng cộng là bao nhiêu bước.
Template:
 There are five main stages/steps in the production of cement/in the process of
producing cement.
 The production of cement/The process of producing cement includes five main
stages/steps.
 Overview: It is clear from the diagrams that there are five stages in the
process of making cement. Meanwhile, only two steps are required to produce
concrete.
(3) Body 1: Hình 1.
Bước 1: Xoay quanh động từ ‘crush’, ta có 4 cách viết (theo 4 dạng của động từ)
 At the first stage, limestone and clay are crushed and become powder.
 The process begins with limestone and clay being crushed into powder.
 The process begins with crushing limestone and clay to make powder.
 At the first stage, limestone and clay are put through a crusher and become
powder.
Chọn cách số 4 nhưng câu ngắn quá nên bôi thêm một số chữ, câu 4 trở thành:
At the first stage of producing cement, limestone and clay are put through a
machine called crusher and become powder.
Bước 2: Động từ ‘mix’, tương tự ta có:
 The process continues with mixing the powder...

 The process continues with the powder being mixed...
 This powder is then put through a mixer...
 This powder is then mixed...
Chọn cách 4 nhưng bước 2 ngắn quá nên kết hợp cả bước 2 và 3 làm một.
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This powder is then mixed and is brought into a rotating heater where it is
heated in high temperature.
Bước 4:
The process continues with grinding the material, and then cement is produced.
Bước 5:
At the final stage, cement is packaged into bags.
 Bôi thêm chữ cho dài ra:
At the final stage, cement is packaged into bags and is ready for the production
of concrete.
(4) Body 2: bước đầu tiên để làm bê tông là trộn các nguyên liệu theo tỷ lệ nhất
định, sau đó bỏ vào máy mixer và trộn lên là xong.
 The first step of making concrete is combining different materials. Cement is

mixed with water, sand and small stones in the proportions of 10%, 25% and
50% respectively. This mixture is then put into a concrete mixer, where it
becomes final concrete which can be used for building purposes.
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Full essay:
The diagrams illustrate the production of cement, and how to use cement to make
concrete.
It is clear from the diagrams that there are five stages in the process of making cement.
Meanwhile, only two steps are required to produce concrete.
At the first stage of producing cement, limestone and clay are put through a machine
called crusher and become powder. This powder is then mixed and is brought into a
rotating heater where it is heated in high temperature. The process continues with
grinding the material, and then cement is produced. At the final stage, cement is
packaged into bags and is ready for the production of concrete.
The first step of making concrete is combining different materials. Cement is mixed
with water, sand and small stones in the proportions of 10%, 25% and 50%
respectively. This mixture is then put into a concrete mixer, where it becomes final
concrete which can be used for building purposes. (158 words)
Mực đỏ: Các cấu trúc động từ linh hoạt. Mực xanh: Từ nối.
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Đề 1:
Với dạng process ta phải đưa hết tất cả c|c bước (không chừa bước nào) nên không
phải chọn những đặc điểm chung, mà chỉ đơn giản l{ thấy gì viết nấy.
Với process thì ta sẽ để ý là xem có bao nhiêu bước trong quy trình, mọi người cần
chú ý một chút là bài này chỉ có 6 bước.
Gồm có:
1. Vắt sữa 2. Đông lạnh 3. Vận chuyển đến nơi cất giữ
4. Lưu trữ ở nơi cất giữ 5. Đun nóng 6. Vận chuyển đến nơi bán hàng.
Còn cái hình có ghi “cows grazing” không phải l{ 1 bước nhé, mũi tên v{ng chỉ ra
chỗ “Cheese, cream and butter” không trong quy trình sản xuất sữa mà chỉ là 1 sản
phẩm phụ thôi nên cũng không được tính l{ 1 bước.
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Đề 2: The diagram below shows the process by which bricks are manufactured for
the building industry. (xem gợi ý chia đoạn Body)
Body 1: 3 giai đoạn đầu
 Stage 1: clay is …………….. the ground

 Stage 2: It is then …………….. onto a metal grid and …….. through a roller
 Stage 3: It is …….. with sand and water → is either put in a mould or cut by a wire
cutter to make ………………….. bricks.
Body 2: 4 giai đoạn còn lại
 Stage 4: bricks are …………….. in a drying oven (48 – 72 hrs)

 Stage 5: they are ……………. in a kiln (200 to 980 degrees → 1300 degrees)
 Stage 6: they are ……………. (24-48 hrs)
 Stage 7: they are …………. and ………………. by a truck
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CHƯƠNG 8
PHỤ LỤC
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TỪ VỰNG PARAPHRASE CÁC CHỦ NGỮ THƯỜNG GẶP

TRONG IELTS WRITING TASK 1
Một trong bốn tiêu chí chấm IELTS Writing task 1 là từ vựng đa dạng phong phú.
Tuy các đối tượng so sánh trong writing task 1 không nhiều, nhƣng thực tế các
bạn lại đang gặp phải 1 vấn đề: Thiếu từ vựng để paraphrase đối tượng được
so sánh.
H~y đọc kỹ ví dụ để tr|nh dùng sai!
1. Từ vựng về nhóm tuổi:
One person:
 He is 10 years old.
 He is a 10-year-old.
 He is aged 10.
More than one person:
 The children in the class are all 10 years old.
 It is a class of 10-year-olds
 It is a class of 10-year-old children.
 The children in the class are all aged 10.
Age groups with more than one person:
 The chart shows the hobbies of children (who are) between 10 and 12 years
old.
 The chart shows the hobbies of 10- to 12-year-olds
 The chart shows the hobbies of 10- to 12-year-old children.
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 The chart shows the hobbies of children (who are) aged 10 to 12.
 The chart shows the hobbies of children who fall into 10 to 12 age group
Các từ vựng khác cần nhớ:
 Children = youngsters = the young = young people

 The number of people in their forties (những người ở độ tuổi 40, tức từ 40 – 49
tuổi)
 Teenagers (miêu tả độ tuổi teen, tức từ 11-19 tuổi)
 The elderly = elderly people = senior citizens
 Adult (người lớn)
2. Giới tính
- Male và female vừa là danh từ đếm được vừa là tính từ, và nó được dùng cho
người ở bất cứ độ tuổi nào.
 The number of males aged under 14 years old was 100.

 The number of male children aged under 14 years old was 100.
- Men và women chỉ dùng cho người lớn. Tức khi đề bài nói đối tượng là
children hoặc là người dưới 18 tuổi thì không nên dùng từ này để thay thế
- Boys và girls chỉ nên được dùng cho trẻ em
3. Lượng chi tiêu h{ng tuần
 Average weekly spending

 spent on average
 average expenditure
 weekly spending figures
 levels of spending
 spent per week
 expenditure per week
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4. Từ vựng về tên nước v{ người nước đó:
Tên nước Người ở nước đó

Canada Canadians
England The English/ English people
Turkey The Turkish/ Turkish people
Spain The Spanish/ Spanish people
The USA Americans
Germany Germans
Italy Italians
Sweden The Swedish/Swedish people
Mexico Mexicans
Japan Japanese people
Ireland The Irish/ Irish people
 Trong phần đề bài, nếu câu hỏi không liệt kê tên nước (e.g. "in three
countries"), bạn có hai cách để viết lại trong introduction của mình như sau:
 "in Britain, France and Germany"

 "in three countries, namely Britain, France and Germany".
 Không quên dùng “the” trước 1 số nước như "the USA", "the UK" và the “US”
C|c cấu trúc c}u có thể dùng với tên nước:
 The number of elderly people in the USA rose.
 The number of Americans aged 65 and over rose over the period shown.
 Canada also saw a rise in the number of elderly people.
 However, the figure for Australia fell.
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5. Người dùng Internet:
 The percentage of people who used the Internet

 The percentage of people using the Internet
 The percentage of people who had access to the Internet
 Internet usage
 The percentage of Internet users
Ví dụ:
 The proportion of people using the Internet in the USA was about 20%.
 The proportion of Internet users in the USA was about 20%.
6. Tỷ lệ thất nghiệp:
 The proportion of people who were unemployed

 The proportion of people who were jobless
 Levels of unemployment
 Unemployment rate
 The proportion of people without job
 Level of joblessness
Ví dụ:
 The number of 16 -to 24-year-olds who were unemployed in England was around
18% in 2000.
 Level of unemployment in England fell to only 10% in 2002.
 Unemployment rate in England was higher than the figure for Mexico.
 The proportion of English 16 -to 24-year-olds without job was around 18% in
2000.
 Level of joblessness in England fell to only 10% in 2002.
 The proportion of people who were jobless in England fell to only 10% in 2002.
7. Tỷ lệ người nghèo:
 Poverty rate
 Level of poverty
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 The percentage of people who live in poverty

 The percentage of people who live under the poverty line
 Poverty level
 Be poor
Ví dụ:
 Poverty rate in Vietnam was much higher than that of Canada, at 10% and 2%
respectively.
 The percentage of people who live in poverty in Vietnam was much higher than
that of Canada, at 10% and 2% respectively.
 10% of Vietnamese people were poor, compared with only 2% of Canadians.
8. Doanh thu bán hàng:
 Sales = turnover (n)

 Động từ: to earn/obtain/gain + $$$
Ví dụ:
 Sales of fast food increased over the period shown.

 Turnover from fast food increased over the period shown.
 Fast food earned/obtained/gained just under $6 billion.
9. H{ng năm, h{ng th|ng, h{ng tuần…:
 Per person = per capita = an average of = average + Noun

 Annual = yearly = per year
 Per week = weekly = each week = a week
Ví dụ:
 Average yearly spending on landlines dropped by nearly $200.

 Consumption of pizza dropped to 10 kilograms per person per year.
 The per capita consumption of beef in the US rose from around 60 to a peak of
90 pounds.
 US beef consumption rose from around 60 to a peak of 90 pounds per person.
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 The amount of beef consumed by the average American rose from around 60 to a
peak of 90 pounds.
10. Chi tiêu:
 Danh từ: Spending = expenditure on

 Động từ: be spent on = be allocated for = be used for = be expended = be paid out
for
 Danh từ chỉ người: Spender
Ví dụ:
 In 2010, expenditure on mobile phones rose to around $750.

 In 2010, spending on mobile phones rose to around $750.
 In 2010, Swedish consumers spent around $750 on mobile phones.
 In 2010, around $750 was allocated for mobile phones by Swedish consumers.
 Swedish people were the largest spenders on mobile phones, with around $750
expended on this.
 Sweden had the highest percentage of expenditure for mobile phones.
11. Phương tiện giao thông:
- Các từ và cum từ paraphrase số lượng ngƣời dùng xe ô tô, chúng ta sử dụng tương tự
với nhiều phương tiện khác như bus, train…
 The number of people who use cars

 The number of people driving to work
 The number of car commuters
 The number of people who commute by car
 The number of people who travel by car
 The number of car users
Ví dụ:
 Approximately 5 million was the number of bus users in 2010.

 Around 5 million commuters traveled by bus in 2010
 The bus was used by about 5 million people in 2010
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Nếu đi bằng xe đạp: The number of people who cycle to work = the number of cycling
commuters.
Nếu đi bằng tàu hỏa: The number of rail passengers
12. Sự sản xuất và tiêu thụ:
Tiêu thụ:
 (Noun) Consumption
 (Verb): be used, be consumed, be drunk or be eaten
Sản xuất:
 (Noun): production, manufacture

 (Verb): be produced, be made, be manufactured,...
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TỔNG HỢP BÀI MẪU BAND 8.0+ THEO DẠNG

1. The bar chart shows the percentage of the total world population in four
countries in 1950 and 2002, and projections for 2050.
The chart compares the proportion of global population in four nations in two years 1950
and 2002, and also predictions for 2050.
It is clear from the table that China and India have highest proportions of population in
three years. Additionally, the figure for Japan is by far lowest during the research period.
In 1950, the rate of the population in China was highest, at around 23%, while the figure
for India was slightly lower, at 15%. About 7% of people in the world were from the USA,
compared to only less than 5% from Japan. In 2002, the percentage of the Indian
population rose slowly to approximately 17%, while China, the USA and Japan all
witnessed declines in their figures.
In 2050, it is predicted that the percentage of the Indian population will increase to nearly
20% and become the highest figure compared to other countries. By contrast, the
population proportions of China and Japan are projected to decrease to 15% and about
2% respectively. In the same year, the figure for the USA is likely to remain the same, at
5%. (183 words)
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2. The chart below shows a comparison of different kinds of energy production in

France in 1995 and 2005.
The pie charts compare energy production from various sources in France in two years
1995 and 2005.
It is clear that the percentage of energy produced from Coal was highest in both years.
Additionally, while energy production from Coal, Gas and Nuclear all increased in 2005,
the figures for Petro and Other types of energy experienced significant decreases.
In 1995, the proportion of energy produced from Coal in France was highest, at 29.80%,
while the figures for Gas and Petro were slightly lower, at 29.63% and 29.27%
respectively. By contrast, only 6.40% of the total energy was produced from Nuclear.
Meanwhile, other sources made up only 4.90% of the total production.
In 2005, the percentage of energy created from Coal went up insignificantly to 30.93% and
remained the highest figure in the chart. The figure for Gas rose slowly to 30.31%, while
Petro’s energy production experienced a dramatic fall of nearly 10% to only 19.55%.
Meanwhile, there were sharp increases in the figures for Nuclear and Other sources to
10.10% and 9.10% respectively. (173 words)
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3. The pie charts below show the average household expenditures in a country in 1950
and 2010.
The pie charts compare the percentage of spending on different categories in an average
family in a nation in two years 1950 and 2010.
It is noticeable that families in this country spent most of their money on housing and food
in both years. Additionally, only a small proportion of expenditure was spent on health
care, education and transportation.
In 1950, the rate of household expenditure on housing was highest, at 72.1%, while the
figure for food was significantly lower, at 11.2%. 6.6% of the total spending was on
education, compared to 3.3% on transportation. Meanwhile, spending on health care
accounted for only 2.4% of the total expenditure.
In 2010, the proportion of money spent on food went up dramatically by more than 20%
to 34% and became the highest rate in the chart. By contrast, the figure for housing
experienced a rapid decrease to only 22%. While there were sharp increases to 4.5% and
14% in the rates of spending on health care and transportation respectively, education's
figure insignificantly fell by 0.3% to 6.3%.
(175 words)
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4. The table below gives information on UK acid rain emissions, measured in

millions of tonnes, from four different sectors between 1990 and 2007.
The line graph compares four sectors in terms of the amount of acid rain emissions that
they produced over a period of 17 years in the UK.
It is clear that the total amount of acid rain emissions in the UK fell considerably between
1990 and 2007. The most dramatic decrease was seen in the electricity, gas and water
supply sector.
In 1990, around 3.3 million tonnes of acid rain emissions came from the electricity, gas
and water sector. The transport and communication sector was responsible for about 0.7
million tonnes of emissions, while the domestic sector produced around 0.6 million
tonnes. Just over 2 million tonnes of acid rain gases came from other industries.
Emissions from electricity, gas and water supply fell dramatically to only 0.5 million
tonnes in 2007, a drop of almost 3 million tonnes. While acid rain gases from the domestic
sector and other industries fell gradually, the transport sector saw a small increase in
emissions, reaching a peak of 1 million tonnes in 2005. (169 words)
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5. The table below gives information on households with a regular use of a car in
Great Britain from 1971 to 2007.
The graph shows changes in the number of cars per household in Great Britain over a
period of 36 years.
Overall, car ownership in Britain increased between 1971 and 2007. In particular, the
number of households with two cars rose, while the number of households without a car
fell.
In 1971, almost half of all British households did not have regular use of a car. Around
44% of households had one car, but only about 7% had two cars. It was uncommon for
families to own three or more cars, with around 2% of households falling into this
category.
The one-car household was the most common type from the late 1970’s onwards,
although there was little change in the figures for this category. The biggest change was
seen in the proportion of households without a car, which fell steadily over the 36-year
period to around 25% in 2007. In contrast, the proportion of two-car families rose
steadily, reaching about 26% in 2007, and the proportion of households with more than
two cars rose by around 5%. (176 words)
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6. The graph below gives information about internet users in three countries between
1999 and 2009.
The line graph compares the percentage of people in three countries who used the
Internet between 1999 and 2009.
It is clear that the proportion of the population who used the Internet increased in each
country over the period shown. Overall, a much larger percentage of Canadians and
Americans had access to the Internet in comparison with Mexicans, and Canada
experienced the fastest growth in Internet usage.
In 1999, the proportion of people using the Internet in the USA was about 20%. The
figures for Canada and Mexico were lower, at about 10% and 5% respectively. In 2005,
Internet usage in both the USA and Canada rose to around 70% of the population, while
the figure for Mexico reached just over 25%.
By 2009, the percentage of Internet users was highest in Canada. Almost 100% of
Canadians used the Internet, compared to about 80% of Americans and only 40% of
Mexicans. (151 words)
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7. The pie charts below show units of electricity production by fuel source in Australia
and France in 1980 and 2000.
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The pie charts compare the amount of electricity produced using five different sources
of fuel in two countries over two separate years.
Total electricity production increased dramatically from 1980 to 2000 in both

Australia and France. While the totals for both countries were similar, there were big
differences in the fuel sources used.
Coal was used to produce 50 of the total 100 units of electricity in Australia in 1980,
rising to 130 out of 170 units in 2000. By contrast, nuclear power became the most
important fuel source in France in 2000, producing almost 75% of the country’s
electricity.
Australia depended on hydro power for just well under 25% of its electricity in both
years, but the amount of electricity produced using this type of power fell from 5 to
only 2 units in France. Oil, on the other hand, remained a relatively important fuel
source in France, but its use declined in Australia. Both countries relied on natural gas
for electricity production significantly more in 1980 than in 2000.
(171 words)
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8. The graph below shows the proportion of the population aged 65 and over between
1940 and 2040 in three different countries.
The line graph compares the percentage of people aged 65 or more in three countries over
a period of 100 years.
It is clear that the proportion of elderly people increases in each country between 1940
and 2040. Japan is expected to see the most dramatic changes in its elderly population.
In 1940, around 9% of Americans were aged 65 or over, compared to about 7% of

Swedish people and 5% of Japanese people. The proportions of elderly people in the USA
and Sweden rose gradually over the next 50 years, reaching just under 15% in 1990. By
contrast, the figures for Japan remained below 5% until the early 2000s.
Looking into the future, a sudden increase in the percentage of elderly people is predicted
for Japan, with a jump of over 15% in just 10 years from 2030 to 2040. By 2040, it is
thought that around 27% of the Japanese population will be 65 years old or more, while
the figures for Sweden and the USA will be slightly lower, at about 25% and 23%
respectively.
(178 words)
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9. The graph below shows the average number of UK commuters travelling each day
by car, bus or train between 1970 and 2030
The line graph compares figures for daily travel by workers in the UK using three different
forms of transport over a period of 60 years.
It is clear that the car is by far the most popular means of transport for UK commuters
throughout the period shown. Also, while the numbers of people who use the car and train
increase gradually, the number of bus users falls steadily.
In 1970, around 5 million UK commuters travelled by car on a daily basis, while the bus
and train were used by about 4 million and 2 million people respectively. In the year 2000,
the number of those driving to work rose to 7 million and the number of commuting rail
passengers reached 3 million. However, there was a small drop of approximately 0.5
million in the number of bus users.
By 2030, the number of people who commute by car is expected to reach almost 9 million,
and the number of train users is also predicted to rise, to nearly 5 million. By contrast,
buses are predicted to become a less popular choice, with only 3 million daily users.
(188 words)
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10. The table below shows the percentage of people using various mobile phone
features
The table compares the percentages of people using different functions of their mobile
phones between 2006 and 2010.
Throughout the period shown, the main reason why people used their mobile phones was
to make calls. However, there was a marked increase in the popularity of other mobile
phone features, particularly the Internet search feature.
In 2006, 100% of mobile phone owners used their phones to make calls, while the next
most popular functions were text messaging (73%) and taking photos (66%). By contrast,
less than 20% of owners played games or music on their phones, and there were no
figures for users doing Internet searches or recording video.
Over the following 4 years, there was relatively little change in the figures for the top
three mobile phone features. However, the percentage of people using their phones to
access the Internet jumped to 41% in 2008 and then to 73% in 2010. There was also a
significant rise in the use of mobiles to play games and to record video, with figures
reaching 41% and 35% respectively in 2010.
(178 words)
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11. The bar graph shows the global sales (in billions of dollars) of different types of
digital games between 2000 and 2006
The bar chart compares the turnover in dollars from sales of video games for four
different platforms, namely mobile phones, online, consoles and handheld devices, from
2000 to 2006.
It is clear that sales of games for three out of the four platforms rose each year, leading to
a significant rise in total global turnover over the 7-year period. Sales figures for handheld
games were at least twice as high as those for any other platform in almost every year.
In 2000, worldwide sales of handheld games stood at around $11 billion, while console
games earned just under $6 billion. No figures are given for mobile or online games in that
year. Over the next 3 years, sales of handheld video games rose by about $4 billion, but the
figure for consoles decreased by $2 billion. Mobile phone and online games started to
become popular, with sales reaching around $3 billion in 2003.
In 2006, sales of handheld, online and mobile games reached peaks of 17, 9 and 7 billion
dollars respectively. By contrast, turnover from console games dropped to its lowest
point, at around $2.5 billion.
(187 words)
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12. The table below shows changes in the numbers of residents cycling to work in
different areas of the UK between 2001 and 2011
The table compares the numbers of people who cycled to work in twelve areas of the UK
in the years 2001 and 2011.
Overall, the number of UK commuters who travelled to work by bicycle rose considerably
over the 10-year period. Inner London had by far the highest number of cycling
commuters in both years.
In 2001, well over 43 thousand residents of inner London commuted by bicycle, and this
figure rose to more than 106 thousand in 2011, an increase of 144%. By contrast, although
outer London had the second highest number of cycling commuters in each year, the
percentage change, at only 45%, was the lowest of the twelve areas shown in the table.
Brighton and Hove saw the second biggest increase (109%) in the number of residents
cycling to work, but Bristol was the UK’s second city in terms of total numbers of cycling
commuters, with 8,108 in 2001 and 15,768 in 2011. Figures for the other eight areas were
below the 10 thousand mark in both years.
(171 words)
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13. The line graph below shows changes in the amount and type of fast food consumed
by Australian teenagers from 1975 to 2000
The line graph illustrates the amount of fast food consumed by teenagers in Australia
between 1975 and 2000, a period of 25 years.
Overall, the consumption of fish and chips declined over the period, whereas the amount
of pizza and hamburgers that were eaten increased.
In 1975, the most popular fast food with Australian teenagers was fish and chips, being
eaten 100 times a year. This was far higher than Pizza and hamburgers, which were
consumed approximately 5 times a year. However, apart from a brief rise again from 1980
to 1985, the consumption of fish and chips gradually declined over the 25 year timescale
to finish at just under 40 times per year.
In sharp contrast to this, teenagers ate the other two fast foods at much higher levels.
Pizza consumption increased gradually until it overtook the consumption of fish and chips
in 1990. It then leveled off from 1995 to 2000. The biggest rise was seen in hamburgers,
increasing sharply throughout the 1970’s and 1980’s, exceeding fish and chips
consumption in 1985. It finished at the same level that fish and chips began, with
consumption at 100 times a year. (191 words)
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English
14. The table shows the Proportions of Pupils Attending Four Secondary School Types
Between 2000 and 2009
The table illustrates the percentage of school children attending four different types of
secondary school from 2000 to 2009.
It is evident that the specialist, grammar and voluntary-controlled schools experienced

declines in numbers of pupils, whereas the community schools became the most
important providers of secondary school education during the same period.
It can be seen that the proportion in voluntary-controlled schools fell from just over half
to only 20% or one fifth from 2000 to 2009. Similarly, the relative number of children in
grammar schools -- just under one quarter -- dropped by half in the same period. As for
the specialist schools, the relatively small percentage of pupils attending this type of
school (12%) also fell, although not significantly.
However, while the other three types of school declined in importance, the opposite was
true in the case of community schools. In fact, while only a small minority of 12% were
educated in these schools in 2000, this figure increased to well over half of all pupils
during the following nine years.
(173 words)
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English
15. The chart shows British Emigration to selected destinations between 2004 and
2007
The bar chart shows the number of British people who emigrated to five destinations over
the period 2004 to 2007. It is evident from the chart that throughout the period, the most
popular place to move to was Australia.
Emigration to Australia stood at just over 40,000 people in 2004, which was
approximately 6,000 higher than for Spain, and twice as high as the other three countries.
Apart from a jump to around 52,000 in 2006, it remained around this level throughout the
period.
The next most popular country for Britons to move to was Spain, though its popularity
declined over the time frame to finish at below 30,000 in 2007. Despite this, the figure was
still higher than for the remaining three countries. Approximately 20,000 people
emigrated to New Zealand each year, while the USA fluctuated between 20-25,000 people
over the period.
Although the number of visitors to France spiked to nearly 35,000 in 2005, it was the
country that was the least popular to emigrate to at the end of the period, at just under
20,000 people.
(179 words)
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English
16. The table below gives information about the underground railway systems in six
cities.
The table compares the six networks in terms of their age, size and the number of people
who use them each year.
It is clear that the three oldest underground systems are larger and serve significantly
more passengers than the newer systems.
The London underground is the oldest system, having opened in 1863. It is also the largest
system, with 394 kilometres of route. The second largest system, in Paris, is only about
half the size of the London underground, with 199 kilometres of route. However, it serves
more people per year. While only third in terms of size, the Tokyo system is easily the
most used, with 1927 million passengers per year.
Of the three newer networks, the Washington DC underground is the most extensive, with
126 kilometres of route, compared to only 11 kilometres and 28 kilometres for the Kyoto
and Los Angeles systems. The Los Angeles network is the newest, having opened in 2001,
while the Kyoto network is the smallest and serves only 45 million passengers per year.
(172 words)
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English
17. The table below shows the proportion of different categories of families living in
poverty in Australia in 1999.
The table gives information about poverty rates among six types of household in Australia
in the year 1999.
It is noticeable that levels of poverty were higher for single people than for couples, and
people with children were more likely to be poor than those without. Poverty rates were
considerably lower among elderly people.
Overall, 11% of Australians, or 1,837,000 people, were living in poverty in 1999. Aged
people were the least likely to be poor, with poverty levels of 6% and 4% for single aged
people and aged couples respectively.
Just over one fifth of single parents were living in poverty, whereas only 12% of parents
living with a partner were classed as poor. The same pattern can be seen for people with
no children: while 19% of single people in this group were living below the poverty line,
the figure for couples was much lower, at only 7%.
(150 words)
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English
18. The chart below shows information about changes in average house prices in five
different cities between 1990 and 2002 compared with the average house prices in
1989.
The bar chart compares the cost of an average house in five major cities over a period of
13 years from 1989.
We can see that house prices fell overall between 1990 and 1995, but most of the cities
saw rising prices between 1996 and 2002. London experienced by far the greatest
changes in house prices over the 13-year period.
Over the 5 years after 1989, the cost of average homes in Tokyo and London dropped by
around 7%, while New York house prices went down by 5%. By contrast, prices rose by
approximately 2% in both Madrid and Frankfurt.
Between 1996 and 2002, London house prices jumped to around 12% above the 1989
average. Homebuyers in New York also had to pay significantly more, with prices rising to
5% above the 1989 average, but homes in Tokyo remained cheaper than they were in
1989. The cost of an average home in Madrid rose by a further 2%, while prices in
Frankfurt remained stable. (165 words)
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English
19. The chart below shows the total number of Olympic medals won by twelve
different countries
The bar chart compares twelve countries in terms of the overall number of medals that
they have won at the Olympic Games.
It is clear that the USA is by far the most successful Olympic medal winning nation. It is
also noticeable that the figures for gold, silver and bronze medals won by any particular
country tend to be fairly similar.
The USA has won a total of around 2,300 Olympic medals, including approximately 900
gold medals, 750 silver and 650 bronze. In second place on the all-time medals chart is the
Soviet Union, with just over 1,000 medals. Again, the number of gold medals won by this
country is slightly higher than the number of silver or bronze medals.
Only four other countries - the UK, France, Germany and Italy - have won more than 500
Olympic medals, all with similar proportions of each medal colour. Apart from the USA
and the Soviet Union, China is the only other country with a noticeably higher proportion
of gold medals (about 200) compared to silver and bronze (about 100 each).
(178 words)
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English
20. The pie chart shows the amount of money that a children's charity located in the
USA spent and received in one year
The pie charts show the amount of revenue and expenditures over a year of a children’s
charity in the USA. Overall, it can be seen that donated food accounted for the majority of
the income, while program services accounted for the most expenditure. Total revenue
sources just exceeded outgoings.
In detail, donated food provided most of the revenue for the charity, at 86%. Similarly,
with regard to expenditures, one category, program services, accounted for nearly all of
the outgoings, at 95.8%.
The other categories were much smaller. Community contributions, which were the
second largest revenue source, brought in 10.4% of overall income, and this was followed
by program revenue, at 2.2%. Investment income, government grants, and other income
were very small sources of revenue, accounting for only 0.8% combined.
There were only two other expenditure items, fundraising and management and general,
accounting for 2.6% and 1.6% respectively. The total amount of income was $53,561,580,
which was just enough to cover the expenditures of $53,224,896.
(164 words)
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English
21. The pie charts show the main reasons for migration to and from the UK in 2007.
The pie charts illustrate the primary reasons that people came to and left the UK in 2007.
At first glance it is clear that the main factor influencing this decision was employment.
Having a definite job accounted for 30 per cent of immigration to the UK, and this figure
was very similar for emigration, at 29%. A large number of people, 22%, also emigrated
because they were looking for a job, though the proportion of people entering the UK for
this purpose was noticeably lower at less than a fifth.
Another major factor influencing a move to the UK was for formal study, with over a
quarter of people immigrating for this reason. However, interestingly, only a small
minority, 4%, left for this.
The proportions of those moving to join a family member were quite similar for
immigration and emigration, at 15% and 13% respectively. Although a significant number
of people (32%) gave ‘other’ reasons or did not give a reason why they emigrated, this
accounted for only 17% with regards to immigration.
(173 words)
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English
22. The table gives information about the average hours spent on the Internet by
European people of different age groups.
The table shows the median number of weekly hours various age groups in Europe spend
on the internet.
Overall, it can be seen that the highest period of internet usage for both male and female
was the age range of 16 to 20.
The most striking point to note is that Internet usage is at its highest for those aged
between 16 and 20, with the figure for males being 19 hours and females just one hour
less. These figures represent an increase of treble the previous age category for women
and over two times more for males.
From 21 onwards, the hours spent reduced dramatically. By the ages of 26 to 30, males
and females spend the same amount of time online with 4 hours each, after which females
reportedly spend slightly longer online than males for the remaining two categories,
falling to only 3 hours for men and 4 hours for women for those aged 51 or older.
(160 words)
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English
23. The bar chart shows the typical weekday for students in three different countries
The bar chart illustrates the breakdown of a typical 24 hour period on a school day for
students in 3 different countries, namely the UK, Japan and Germany.
Overall, it is clear that despite a few minor differences, Germany and the UK have similar
statistics, whereas Japan focuses much more on studying.
Most notable is the amount of hours spent studying by Japanese children. At just over 13
hours a day, this is over 5 hours longer than in the UK and 4 hours above the average
number for Germany.
With regards sleeping, UK schoolchildren spend the most time in bed, with approximately
8.5 hours a day. Germany is not far behind at about 8 hours, but students in Japan average
at least one hour less sleep at 7 hours.
The UK and Germany share an equal 7 hours a day on relaxing or other pursuits, whereas
Japanese schoolchildren have only 4 hours.
(157 words)
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English
24. The chart shows ways that schoolchildren get to school in three different countries
The chart presents information about how pupils in three different countries travel to
school, separated into 6 different categories.
For the United States and the United Kingdom, the majority of students travel by car to
school, with figures of 40% and 39% respectively. In Australia only a quarter of students
use this mode of transport.
The school bus is the most common method of getting to school in Australia; in the USA
the number is only slightly behind those travelling by car. Less than a quarter use the
school bus in the UK. Almost four times as many Australian students walked to school
compared to the USA, with the UK being closer to Australia at 15%.
The remaining three categories showed only slight differences between the countries,
with public transport being followed by cycling, and finally a category marked as 'other',
which represents only about one twentieth of the total in each country.
Overall, there are differences between the countries, but the school bus and cars represent
the most common ways for students to travel to school.
(178 words)
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English
25. The table shows the percentage of people with mobile phones who use various
features on their phone
The table illustrates the various functions available on mobile phones, showing the
percent of users that take advantage of these capabilities over three different years.
The most striking point is that with the exception of a slight fall in 2010, all owners use
their mobile phone to telephone people. The second most common use is for text
messaging, which steadily increased from just under three quarter of all users in 2006 to
nearly four fifths of users in 2010.
Using the phone as a camera increased by 5 percent each year, rising to a peak of 76% in
2010. Playing games on the phone increased dramatically between 2006 and 2008, but
then fell slightly in 2010 to end at 41%.
The largest increase in the table is between 2008 and 2010 for those browsing the
internet, but no data is given for 2006. Video and music use also increased, with video
overtaking music in 2010.
In total, the functions used on mobiles all increased over the years with the exception of
games and making calls.
(175 words)
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English
26. The chart shows the percentage of people who have moved house either in the last
3 years, between 3 to 5 years or not within the last 5 years.
The chart illustrates the breakdown between people who have changed address or
remained in the same house, with the numbers split between those who have moved
within 5 years, within 3 years or not moved for at least 5 years.
Those in their twenties and thirties have less than a quarter of people living in the same
home for more than 5 years and those who moved house three to 5 years back being the
highest.
Those aged between 40 and 49 had the highest figure for having moved 3 to 5 years ago,
with 55% of people compared to 31% that had moved more recently and only 14% who
had not moved in the last 5 years. By the next age group, the percentage of people who
had moved over 3 years ago and those who had not moved for at least 5 years was almost
the same, with only 17% of people having moved more recently.
Overall, it can be seen that there are wide variations in the percentage of people who
move during certain ages.
(178 words)
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English
27. The charts illustrate how recycling is carried out in Eutopia, and the pie charts
show the percentage of recycled and unrecycled waste.
The charts provide information about recycling in Eutopia in three different years, namely
1980, 1990 and 2000.
The column chart shows that the percentage of recycled waste collected from people's
homes decreased from over three quarters to just over 70%. The percentage of recycled
material taken to allocated areas increased between 1980 and 1990 but remained steady
at 18% in 2000.
The amount of recycling done from items that were returned to their original starting
point decreased in 1990 by 2%, but then increased to 8% in 2000. The category labelled
'other' decreased by 1% then remained stable at 2% for the final two given years.
The pie charts indicate a threefold increase in the amount of waste recycled between 1990
and 1990 from 7% up to 22%. In 2000, this figure had continued to increase, although at a
less dramatic rate, finishing at one third of waste being recycled.
Overall, it can be seen that recycling increased over the time displayed, while the
percentage collected from each house gradually decreased. (171 words)
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English
28. The charts show information about the number of kilometres travelled in an
average month and the distribution of vehicle types in Britain.
Data is given for the distance travelled for three different reasons, as well as charts
indicating the percentage of vehicle types in the UK in 1990 and 2010.
The most significant trend is that the most kilometres were travelled for transporting and
delivery reasons. In 1990, this figure was approximately 6500 kilometres, rising to almost
8000 kilometres by 1995 and 2000 but falling to 6,000 by 2010.
Personal travel accounted for about 1,200 kilometres a month more than commuting for
1990 to 2000, but commuting distances increased from 2000 to be within approximately
700 kilometres of personal driving, with the former being on 3,000 and the latter being
around 2,300.
The pie charts indicate that in the twenty year difference, the percentage of cars fell by 4%
while the number of trucks increased by 5%. Over the same period, buses and motorcycles
both fell by 1% while the category labelled 'other' increased by 1%.
Overall, it is clear that there was a number of changes in the distance travelled and type of
vehicles from 1990 to 2010. (177 words)
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English
29. The line graph shows the cost for watching films. The pie charts show the change
in the percentage of market share represented by the three forms.
The line graph and pie charts illustrate the cost for watching movies in different formats,
as well as the percentage split between type.
The most notable trend with regard cost is that cinema tickets remained the most
expensive way to watch a movie from 2005 to 2011, rising to a peak of slightly over £14 a
ticket. Over the same period, DVD prices also increased by £2, from £6 to £8. Downloaded
movies were more expensive than DVDs in 2005; this changed in 2007 when they became
the cheapest format, yet by 2011, the price had risen to £9.
In 2005, the majority of people opted to hire DVDs, with those going to the cinema
accounting for less than one third of the total, and movies from the internet representing
only 6%. By 2011, however, both going to the cinema and renting had fallen as
downloaded movies increased to just over one quarter of the market.
Overall, it is clear that although prices increased on average for all three forms, an
increasing percentage of people chose to download movies. (179 words)
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English
30. The bar chart shows the monthly spending in dollars of a family in the USA on
three items in 2010.
The bar chart depicts the monthly expenditure on food, gas and clothing of a family living
in the USA in 2010. Overall, it can be seen that levels of expenditure fluctuated over the
period.
To begin, in January the most money was spent on food, at approximately $500 per month.
Although expenditure on food increased slightly the following month, it then fell to
account for the lowest expenditure of all the items at the end of the period at just over
$300.
Gas appeared to follow the opposite pattern to food spending. It started lower at about
$350 per month, falling in the following month, and then increasing significantly to finish
at just under $600 in April.
Clothing, which at just over $200 accounted for the lowest expenditure at the beginning of
the period, fluctuated dramatically over the time frame. After reaching around the same
levels as food in February (nearly $600), it dropped markedly in March, then jumped to
just under $700 in the final month.
With the exception of an increase in March, average spending decreased slightly over the
four months. (183 words)
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English
31. The climograph below shows average monthly temperatures and rainfall in the
city of Kolkata.
The chart compares average figures for temperature and precipitation over the course of a
calendar year in Kolkata.
It is noticeable that monthly figures for precipitation in Kolkata vary considerably,

whereas monthly temperatures remain relatively stable. Rainfall is highest from July to
August, while temperatures are highest in April and May.
Between the months of January and May, average temperatures in Kolkata rise from their
lowest point at around 20°C to a peak of just over 30°C. Average rainfall in the city also
rises over the same period, from approximately 20mm of rain in January to 100mm in
May.
While temperatures stay roughly the same for the next four months, the amount of rainfall
more than doubles between May and June. Figures for precipitation remain above 250mm
from June to September, peaking at around 330mm in July. The final three months of the
year see a dramatic fall in precipitation, to a low of about 10mm in December, and a
steady drop in temperatures back to the January average. (169 words)
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English
32. The graph and table below give information about water use worldwide and
water consumption in two different countries.
The charts compare the amount of water used for agriculture, industry and homes around
the world, and water use in Brazil and the Democratic Republic of Congo.
It is clear that global water needs rose significantly between 1900 and 2000, and that
agriculture accounted for the largest proportion of water used. We can also see that water
consumption was considerably higher in Brazil than in the Congo.
In 1900, around 500km³ of water was used by the agriculture sector worldwide. The
figures for industrial and domestic water consumption stood at around one fifth of that
amount. By 2000, global water use for agriculture had increased to around 3000km³,
industrial water use had risen to just under half that amount, and domestic consumption
had reached approximately 500km³.
In the year 2000, the populations of Brazil and the Congo were 176 million and 5.2 million
respectively. Water consumption per person in Brazil, at 359m³, was much higher than
that in the Congo, at only 8m³, and this could be explained by the fact that Brazil had 265
times more irrigated land. (184 words)
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English
33. The graph below gives information about international migration to the UK, 1999-
2008.
The chart gives information about UK immigration, emigration and net migration between
1999 and 2008.
Both immigration and emigration rates rose over the period shown, but the figures for
immigration were significantly higher. Net migration peaked in 2004 and 2007.
In 1999, over 450,000 people came to live in the UK, while the number of people who
emigrated stood at just under 300,000. The figure for net migration was around 160,000,
and it remained at a similar level until 2003. From 1999 to 2004, the immigration rate
rose by nearly 150,000 people, but there was a much smaller rise in emigration. Net
migration peaked at almost 250,000 people in 2004.
After 2004, the rate of immigration remained high, but the number of people emigrating
fluctuated. Emigration fell suddenly in 2007, before peaking at about 420,000 people in
2008. As a result, the net migration figure rose to around 240,000 in 2007, but fell back to
around 160,000 in 2008. (159 words)
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English
34. The two maps below show an island, before and after the construction of some
tourist facilities.
117
English
The diagrams illustrate some changes to a small island which has been developed for
tourism.
It is clear that the island has changed considerably with the introduction of tourism, and
six new features can be seen in the second diagram. The main developments are that the
island is accessible and visitors have somewhere to stay.
Looking at the maps in more detail, we can see that small huts have been built to
accommodate visitors to the island. The other physical structures that have been added
are a reception building, in the middle of the island, and a restaurant to the north of the
reception. Before these developments, the island was completely bare apart from a few
trees.
As well as the buildings mentioned above, the new facilities on the island include a pier,
where boats can dock. There is also a short road linking the pier with the reception and
restaurant, and footpaths connect the huts. Finally, there is a designated swimming area
for tourists off a beach on the western tip of the island.
(175 words)
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English
35. The maps below illustrate how Frenton changed from 1990 to 2012
119
English
The maps show the developments that have taken place in Frenton over a period of 22
years between 1990 and 2012.
It is clear that Frenton underwent a dramatic transformation over the period, becoming
noticeably less green and more built up.
The only places that remained the same in Frenton over the period were the school and
the library. The playing fields in the south of the town , for example, were replaced with
flats. Secondly, the houses in the west of Frenton were also made larger and factories
were constructed on the site. Furthermore, the café and the park east of High Street made
way for a hotel and golf course , while the theatre and shops became a cinema and
supermarket, respectively.
The bank, located west of High Street and north of the school , was converted into a
restaurant and the trees in the southwest of the town were cut down to make way for a
technopark. One further development was the expansion of the hospital, located west of
the High Street.
(175 words)
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English
36. The two maps below show the changes in the town of Denham from 1986 to the
present day.
The maps illustrate the main changes which have taken place in the town of Denham from
1986 to the present moment.
Overall, the town has most notably shown an increase in housing development, which
indicates a higher population and a move away from agriculture and farming.
One change that stands out is that there has been a significant redevelopment over the
whole period. To the east of the river stoke, housing now dominates the area of what was
once farmland. In 1986 there were shops and just a handful of residential properties. Now
there are neither shops nor farmland left, although the post office is still there. The bridge
over the River Stoke still stands as it did in 1986.
Another noticeable change is that more roads have been built around the housing
complex. Additionally, the gardens that were in front of the large house in 1986, have been
removed and the house has been expanded and converted into a retirement home. The
primary school still stands and has been extended in the decades since.
(175 words)
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English
37. The maps show changes in the village of Meadowside and the town of Fonton from
1962 to now.
122
English
The maps provide a broad outline of the expansion of a village called Meadowside and a
town called Fonton over three periods of time: 1962, 1985, and the present day.
Overall, both areas experienced significant growth, and by the end of the period
Meadowside had been absorbed into Fonton and was now referred to as the suburb of
Meadowside.
In 1962, Meadowside and Fonton were separated by a strip of empty land with no
transport links between them. Access to Meadowside was provided by a road running
through the village from the southwest to the northeast, while Fonton was serviced by a
railway that passed through the town from the southeast to the northwest.
Just over two decades later, the two areas had spread out noticeably and had also been
joined by a new road running east-west. In Meadowside, a leisure center and housing
estate had been built to the north of the original road, while a superstore now stood to the
south of the housing estate and the old road.
Presently, the two areas have become one and a large amount of new infrastructure has
been built in the empty area that used to lie between the two. A business park has been
established to the south of the connecting road, while on the opposite side of the road to
this a train station with a line joining the original one has been constructed. Finally,
sometime between 1985 and now a hotel was opened just to the north of the railway
station.
(249 words)
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English
Bài mẫu từ IELTS Liz
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English
38. The maps below show changes in the Spanish city of Castellón in recent times.
The two maps show the wain changes which have taken place in the town of Castellón
between the year 2000 and today.
In general, it appears that Castellón has become a much more modern city, with far more
shopping and transport facilities.
One interesting change is that a new train line has been built, to connect the university
with the town centre. In 2000, there was not any accommodation for students, but then a
hall of residence has been built near the university. Another striking change is that the old
market in the west of the city has been knocked down to wake way for new shops. A
completely new covered market has also been built on the other side of town.
If we look at the port area. It has been pedestrianized since 2000, and a range of
entertainment facilities have been built, such as cinemas, bars and clubs. The north-east of
the city used to be a green area, with lots of trees, but the trees have been cut down, and a
new shopping complex has been constructed. A final interesting development has been
the introduction of a bike-rental scheme in the city centre. (196 words)
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English
39. The map below is of the town of Garlsdon. A new supermarket (S) is planned for
the town. The map shows two possible sites for the supermarket.
The map shows two proposed sites for a supermarket that will be built in the town of
Garlsdon. The main difference between these sites is that the first location is just outside
the town, while the other is located in the town centre.
The first proposed supermarket location (S1) is situated to the northwest of Garlsdon, in
the countryside that surrounds the town. It is not far from a residential area, and is near a
main road leading to Hindon, a much smaller town than Garlsdon. It is also close to a train
track running through the middle of town.
In contrast, the second possible supermarket site (S2) is located right in the middle of
Garlsdon, in the town centre. Although there is no traffic permitted in this area, it is not far
from two different housing areas. There is also a train track close by and several main
roads leading to other smaller towns with populations less than half that of Garlsdon.
(163 words)
126
English
40. The process shows diamonds moving from the mine to the retailer.
The flowchart illustrates the steps in the process of getting diamonds from a mine to the
those who are selling them.
Overall, this process involves a number of various steps, starting with mining rough
diamonds and culminating in the delivery of the final product to retailers.
The process begins with the stones being mined in their rough form, following which they
are sorted into two different grades, namely high grade and low grade.
The low grade diamonds are set aside for industrial purposes, after which they are cut and
shaped, then assessed for their level of hardness. The final step before being sent to the
retailers is the pricing.
High grade diamonds have a number of additional processes. Earmarked for cosmetic
applications, they are priced then submitted to a digital analysis to ensure the most
effective cut. They are then sent to be cut using a machine, or cut by hand, before they are
then polished. At this point they are rated, and dependent on that rating are either
returned for further polishing or, as with the industrial use diamonds, sent to the retailers.
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English
41. The illustrations show how chocolate is produced
The diagram explains the process for the making of chocolate.
There are a total of ten stages in the process, beginning with the growing of the pods on
the cacao trees and culminating in the production of the chocolate.
To begin, the cocoa comes from the cacao tree, which is grown in the South American and
African continents and the country of Indonesia. Once the pods are ripe and red, they are
harvested and the white cocoa beans are removed. Following a period of fermentation,
they are then laid out on a large tray so they can dry under the sun. Next, they are placed
into large sacks and delivered to the factory. They are then roasted at a temperature of
350 degrees, after which the beans are crushed and separated from their outer shell. In
the final stage, this inner part that is left is pressed and the chocolate is produced. (152
words)
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English
42. The chart below shows the process of waste paper recycling
The flow chart shows how waste paper is recycled. It is clear that there are six distinct
stages in this process, from the initial collection of waste paper to the eventual production
of usable paper.
At the first stage in the paper recycling process, waste paper is collected either from paper
banks, where members of the public leave their used paper, or directly from businesses.
This paper is then sorted by hand and separated according to its grade, with any paper
that is not suitable for recycling being removed. Next, the graded paper is transported to a
paper mill.
Stages four and five of the process both involve cleaning. The paper is cleaned and pulped,
and foreign objects such as staples are taken out. Following this, all remnants of ink and
glue are removed from the paper at the de-inking stage. Finally, the pulp can be processed
in a paper making machine, which makes the end product: usable paper.
(160 words)
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English
43. The diagram shows the life cycle of the honey bee
The diagram illustrates the various stages in the life of a honey bee. We can see that the
complete life cycle lasts between 34 and 36 days. It is also noticeable that there are five
main stages in the development of the honey bee, from egg to mature adult insect.
The life cycle of the honey bee begins when the female adult lays an egg; the female
typically lays one or two eggs every 3 days. Between 9 and 10 days later, each egg hatches
and the immature insect, or nymph, appears.
During the third stage of the life cycle, the nymph grows in size and sheds its skin three
times. This moulting first takes place 5 days after the egg hatches, then 7 days later, and
again another 9 days later. After a total of 30 to 31 days from the start of the cycle, the
young adult honey bee emerges from its final moulting stage, and in the space of only 4
days it reaches full maturity. (169 words)
130
English
44. The diagram below shows the life cycle of a salmon, from egg to adult fish.
The diagram illustrates the stages in the life of the salmon, from birth to maturity.
It is clear that there are six main stages as the salmon develops from egg to mature adult.
We can also see that salmon spend time in three distinct locations during the cycle,
moving from river to estuary to ocean and then back upstream.
Salmon begin their lives in rivers where the adult fish lay and incubate their eggs. After
emerging from eggs, the young salmon spend the next stage of their lives being reared in
freshwater areas. Then, at some point in their development, the fish swim downstream to
river estuaries where rearing continues.
Following the estuary rearing period, the maturing salmon migrate to the ocean, where
they eventually become fully grown adults. Finally, the adult fish travel back upstream to
spawning areas of rivers; here they reproduce and lay their eggs, and the life cycle begins
anew. (154 words)
131
English
45. The diagrams below show the life cycle of a lady bird and its anatomy.
The first diagram illustrates the stages in the life of a lady bird, while the second diagram
shows its body structure.
Overall, there are four stages in the life cycle of a lady bird from egg to adult insect. The
lady bird’s anatomy is characterised by colourful elytra of red and black.
Initially, eggs are laid on the underside of a leaf and remain there for between two to five
days. After this, larvae emerge. From the eggs and continue in that form for 21 days. At the
end of the three weeks, the pupa stage beings where the larvae pupate by curling into a
pupa on the backside of a leaf and this lasts for 7 days. At the end of this stage, an adult
lady bird emerges and life cycle starts again.
The second diagram shows that the lady bird has bright red elytra with black spot that
cover both the wings and the abdomen. It also has six legs in total, three on each side. On
its head, it has eyes and antennae, while just behind the head there is the pronotum.
(185 words)
132

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STUDY FOR SELF-STUDY!!!

TỔNG QUAN VỀ IELTS WRITING TASK 1

- Số từ: 150 – 180 từ

- Các dạng bài trong Task 1:

- Chúng ta sẽ làm 2 việc:

 Mô tả và so sánh các số liệu

Ví dụ về các dạng bài trong Task 1

1. Task Achievement/ Response

2. Coherence and Cohesion

4. Grammatical Range and Accuracy

 The number of Vietnamese Internet users in 2003 was 5 million people.

2. Số liệu cho danh từ không đếm được: ‘The amount/quantity of + Danh từ

 The amount of water used in the year 2010 was 5 million m 3.

3. Số liệu phần trăm: ‘The percentage/proportion/rate of + Danh từ không đếm

 The percentage of Vietnamese students in this school is about 20%.

II. CÁC CẤU TRÚC ĐỂ MÔ TẢ SỐ LIỆU: 3 cấu trúc

Ví dụ: Số người dùng xe ô tô ở Việt Nam năm 2000 là 5 triệu người.

Cấu trúc 1: Số liệu ở cuối câu

 The number of Vietnamese car users was 5 million.

Cấu trúc 2: Số liệu ở đầu câu

 5 million Vietnamese people used cars.

 There were 5 million Vietnamese people using cars.

- Dùng danh từ: ‘car/bike/bus users’

- Dùng động từ: ‘use bikes/cars/buses’ hoặc ‘travel by bike/car/bus’

Ví dụ 2: Số sinh viên quốc tế du học tại c|c nước (2005)

 The UK: 2 triệu

- International students: sinh viên quốc tế

- studied/learned/ chose to pursue a degree in/attended university in + Tên

 The UK: 2,000 tonnes

Ví dụ: % người dùng Internet tại Việt Nam là 20%.

Câu hỏi: Vậy 20% ở đây là 20% trên cái gì?

 20% trên tổng dân số Việt Nam dùng Internet

Phần trăm cuối câu:

Phần trăm đầu câu:

 20% of Vietnamese population used the Internet.

Phần trăm giữa câu:

 Internet users accounted for 20% of Vietnamese population

 The proportion of Vietnamese people was 5% of the total Asian population.

Cấu trúc 1: dùng ‘respectively’ (tương ứng)

 The number of Vietnamese car users was 5 million, compared to 20 million

Cấu trúc 3: dùng ‘while/ whereas’ (trong khi)

*Lưu ý: Cấu trúc 4 phải viết 2 câu tách biệt.

 5 million Vietnamese people used cars. Meanwhile, there were 20 million

Cấu trúc 5: So sánh gấp đôi, dùng ‘twice as many/much as’

 There were 20 million individuals travelling by motorbike, which was

Cấu trúc 7: dùng ‘followed by + Danh từ’ (theo sau bởi...)

 There were 20 million individuals travelling by motorbike, which was

LUYỆN TẬP SO SÁNH SỐ LIỆU

 The UK: 2,000 tonnes

Viết 5 câu để so sánh 5 cặp số liệu sau:

 The UK và The US  Vietnam và China

Ví dụ 5: Viết 1 đoạn văn để mô tả và so sánh các số liệu của ví dụ sau:

 UK: 55%  Japan: 25%

CÁCH MÔ TẢ CÁC NHÓM TUỔI

 People aged 25-30

CÁCH MÔ TẢ SỐ LIỆU Ở THÌ TƯƠNG LAI

Nên dùng những cụm từ như:

 The number of Vietnamese car users is expected to be 20 million in 2030.

BÀI TẬP VỀ NHÀ

 The UK: 55%

Bài viết mẫu:

Bảng 1: Các từ vựng miêu tả xu hướng thường dùng