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Ipp Ielts - Aim 6+ - Pre-Course - File Word
Ipp Ielts - Aim 6+ - Pre-Course - File Word
PRE-COURSE SESSION
Thoughout 1 – 2 Aim 6+/Aim 7+ courses, students are given chances to practice all the five given
types of topics.
Thoughout 1 – 2 Aim 6+/Aim 7+ courses, students are given chances to practice all the five given
types of topics.
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IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
P a g e 2 | 15
IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
Rocket Plunge
Surge
Soar
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IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
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IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
6. TẢ TĂNG/GIẢM LIÊN TỤC SỬ DỤNG QUY TẮC “3 ĐIỂM”
160
140
100
IMPORTANT NOTE
Có thể kết hợp Cấu trúc 1 và Cấu trúc 3 HOẶC Cấu trúc 2 và Cấu trúc 3 để tạo thành “Quy
tắc 4 điểm”. Ví dụ: The consumption of butter per person increased significantly from 140 grams
to 160 grams between 1981 and 1986 before dropping to 100 grams in 1996, followed by a slight
increase to 120 grams in 2001. (Trong trường hợp có thêm số liệu của năm 2001)
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IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
7. CÁCH SỬ DỤNG CÁC GIỚI TỪ PHỔ BIẾN: TO, BY, WITH, AT
To By With At
Cách dùng Sử dụng ‘to’ để chỉ Sử dụng ‘by’ để Sử dụng ‘with’ Sử dụng ‘at’ để
đến một số liệu cụ thể chỉ độ chênh lệch để thêm số liệu thêm số liệu cuối
ở một thời điểm cụ thể giữa hai số liệu mà trước đó chưa câu, trước đó đã
đề cập đến chủ có đề cập đến
thể chủ thể
Ví dụ The consumption of The Obama won the The consumption
butter per person consumption of election with of butter per
increased to 160 butter per person 52% of the vote. person reached
grams in 1986. increased by 20 its highest level
grams between in 1986, at 160
1981 and 1986. grams.
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IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
TOPIC 02: The graph below shows the percentage of people in different age group in one
city who attended music concerts between 2010 and 2014. Summarize the information by
selecting and reporting the main features, and make comparisons where relevant.
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IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
Per
cen
tag
e
of
peo
ple
(%)
IPP
INFORMATION 02: Describe the 44-63 group: the keenest music concert goers in 2010 –
45% – slightly declined to 43% in 2011– rose substantially to 57% in 2014 – ranked second.
→ Subject: adults aged 44-63 concert goers
→ Subject: the proportion of 44- to 63-year-olds going to music concerts
→ Subject: 45% of adults aged 64-74
→ Subject: The attendance of adults aged 44-63
→ Subject: A slight decline
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IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
KEY
INFORMATION 01: Describe the 64-74 group: rank third - remained unchanged at 40%
2010-2013 + rose to 48% in 2014.
→ Adults aged 64-74 concertgoer accounted for an unchanged proportion of 40% from 2010 to
2013, followed by a substantial rise to 48% in 2014, making them the third largest group in the
chart.
→ Ranking third in the chart, the proportion of 64- to 74-year-olds going to music concerts
remained steady at 40% from 2010 to 2014, followed by a substantial rise to 48% in 2014.
→ 40% of adults aged 64-74 went to music concerts in 2010, followed by = before a plateau
until 2013 and a substantial rise to 48% in 2014.
→ The attendance of adults aged 64-74 ranked third, at an unchanged 40%, from 2010 to
2013, before a significant growth to 48% in 2014.
INFORMATION 02: Describe the 44-63 group: the keenest music concert goers in 2010 –
45% – slightly declined to 43% in 2011– rose substantially to 57% in 2014 – ranked second.
→ Adults aged 44-63 concertgoer accounted for the largest proportion og 45% in 2010,
followed by a slight decline to 43% in 2011 and a substantial growth to 57% (the second largest
figure) in 2014.
→ Adults aged 44-63 concertgoer were most likely to go to music concerts, at 45% in 2010,
followed by a slight decline to 43% in 2011 and a substantial growth to 57% (the second largest
figure) in 2014.
→ Ranking first in the chart, the proportion of 44- to 63-year-olds going to music concerts
slightly declined to 43% in 2011, followed by a substantial rise to 57% in 2014 when it ranked
second.
→ 45% (the largest proportion) of adults aged 44-63 went to music concerts in 2010, followed
by = before by a slight decline to 43% in 2011 and a substantial growth to 57% (the second
largest figure) in 2014.
→ The attendance of adults aged 44-63 ranked first in 2010, at 45%, before a slight decline to
43% in 2011 and a substantial growth to the second largest figure of 57% in 2014.
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IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
P a g e 10 | 15
IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
The number of cars sold in the UK in 2010 was twice/double that in France, at 3 million and 1,5
million respectively.
Cấu trúc 05: Dùng ‘with + V-ing’
The number of cars sold in the UK in 2010 far exceeded that in France, with the figures being 3
million and 1,4 million respectively.
‘Double’ có thể được sử dụng dưới dạng tính từ (adjective) hoặc động từ (verb). Tuy nhiên,
‘double’ ở dạng tính từ và ‘double’ ở dạng động từ có nghĩa hoàn toàn khác nhau. Sự khác biệt cụ
thể như sau:
+ ‘Double’ ở dạng tính từ được dùng để so sánh giữa HAI chủ thể.
Ví dụ: In 1980, the number of cars sold in the UK was double the number of cars sold in France,
at 3 million and 1,5 million respectively.
SAI: In 1980, the number of cars sold in the UK doubled the number of cars sold in France, at 3
million and 1,5 million respectively.
+ ‘Double’ ở dạng động từ được dùng để mô tả việc tăng gấp đôi của MỘT chủ thể.
Ví dụ: From 1980 to 1990, the number of cars sold in the UK doubled from 3 million to 6
million.
SAI: From 1980 to 1990, the number of cars sold in the UK was double from 3 million to 6
million.
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IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
2000
4% 2%
8% Working in the health
2% sector
Further study
Working and studying in
other fields
Unemployed
Other
84%
KEY
+ Cách 01: It is clear from the pie chart that 84% of the nursing graduate population in the UK in
2000 / was employed in the health sector, while a mere 2% pursued higher education or
unmentioned jobs.
+ Cách 02: The largest proportion of nursing graduates / worked in the health sector, at 84%,
compared to = as opposed to a considerably lower figure for those pursuing higher education or
unmentioned jobs, at 2% for each.
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IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
+ Cách 03: Nursing graduates employed in the health sector / accounted for the largest
proportion (84), WHICH WAS fourty two times the figures for those purusing further study and
other fields, at 2%.
+ Cách 04: Nursing graduates employed in the health sector / accounted for the largest
proportion (84), remarkably higher than the figures for those purusing further study and other
fields, at 2% for each.
+ Cách 05: Singficantly more nursing graduates worled in the health sectore than those pursuing
furtherstudy and other fields, at 2% for each.
TOPIC 02: The chart below shows the average hours spent per day in leisure and sports
activities, by youngest and oldest populations in the US in 2015. Summarize the information
by selecting and reporting the main features and make comparisons where relevant.
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IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
VERSION 02 (dùng “as opposed to” để so sánh: The most common activity among elderly
people was _________________________________________.
VERSION 03 (dùng “which was double” dể so sánh): TV watching was
___________________.
VERSION 04 (dùng “twice” để so sánh): 4.5 hours was spent on watching TV by the elderly,
nearly ________________________________________________.
KEY
VERSION 01: People aged 75 and above dedicated the largest number of hours per day to
watching TV, at 4.5 hours, almost double the figure for teenagers, at 2.4 hours.
VERSION 02: The most common activity among elderly people was TV watching, with 4.5
hours spent per day, as opposed to only 2.4 hours for adolescents.
VERSION 03: TV watching was the top favorite pastime of people aged 75 and above, with 4.5
hours spent per day, which was double the figure for teenagers, at 2.4 hours.
VERSION 04: 4.5 hours was spent on watching TV by the elderly, nearly twice the figure for the
senior group, at 2.4 hours.
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IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
VOCAB TO OPPOSE AN ARGUMENT
1 ĐE DOẠ / GÂY HẠI: damage / affect / threaten / wreak havoc on / cause havoc for / do harm
to / destroy / damage / devastate / hurt / present a danger / threat = risk to / present a danger /
threat = risk to / cause danger to / put [sb] at a great risk of [sth]
2. NGĂN CẢN: prevent / discourage / deter / hinder / interfere with / stifle / act as a deterrent to
/ be a barrier to / an obstacle to
3. ẢNH HƯỞNG XẤU: a negative = adverse = detrimental = undesirable = adverse =
deleterious + effects on = impacts on = implications for = influence on / consequences of sth /
consequences for sth / repercussions on / take its toll on sth
4. KHÓ KHĂN / THỬ THÁCH: suffer from / struggle to do sth / deprive sb of sth / challenge /
present a challenge to sb / be vulnerable to / be susceptible to / be addicted to = be obsessed
with / be indifferent to = be ignorant of / demotivate = discourage
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