Ielts Writing 2021

IELTS WRITING
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Mẹo làm bài task 1
• Nếu đề bài cho năm HIỆN TẠI, thì các em phải chia thì SIMPLE
PRESENT
• Nếu đề bài không cho năm gì cả, tức là biểu đồ không đề cập tới năm
tháng gì cả, thì các em phải chia thì SIMPLE PRESENT
• Nếu đề bài cho năm QUÁ KHỨ, thì các em phải chia thì SIMPLE PAST
• Nếu đề bài cho năm TƯƠNG LAI, thì các em phải chia thì SIMPLE
FUTURE
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Grammar
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• Sử dụng “the”:
• Dùng “the” đúng:
• Khi chỉ nhắc đến 1 thứ duy nhất trong hoàn cảnh cụ thể: the government, the police,
the bridge, the river, the hospital.
• Khi chỉ về một thứ duy nhất trên thế giới: the internet, the environment, the ozone
layer, the atmosphere
• Số đếm: the first, the second, the third.
• So sánh nhất: the worst, the shortest, the lowest, the most beautiful, the least
impressive.
• Dùng trong tên chỉ nhóm khu vực/ tổ chức: the USA, the UK, the Maldives, the Middle
East, the United Arab Emirates, The United Nation...
• Trước danh từ mô tả sự vật: exercise is good for the body, the motorbike is the most
common form of transport in Asia, the role of the teacher has changed in recent years.
• Trước danh từ mô tả tình huống, quá trình, sự thay đổi: over the years the
development of the town accelerated, the frequency of violent crime decreased over
the period, the improvement in living standards.
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• Không sử dụng “the”:
• Khi nói về những thứ chung chung chúng ta bỏ “the” và sử dụng số
nhiều: dogs don’t like cats, people with dyslexia have reading
problems, Japanese cars are very reliable, German products are very
high quality.
• Một nơi duy nhất hay quốc gia: Ireland, China, Vietnam, Europe,
South America.
•
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= the figure for
= the data on
= the proportion of= the number of =
• Number:
• Sử dụng “ the number of + danh từ số nhiều đếm dc” + V ít . ví dụ: the number
of visitors.
• Không sử dụng cụm từ này để mô tả phần trăm và các danh từ không đếm
được.
• Ví dụ: money
• Amount:
• Sử dụng “ the amount of + danh từ không đếm được”. ví dụ: the amount of
money.
• Không sử dụng cụm từ này với các danh từ đếm được. ví dụ: the amount of
person/ people.
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• Proportion:
• Chỉ sử dụng từ này để mô tả phần trăm ( không mô tả số).
• Sử dụng “ the proportion of + danh từ số nhiều”. ví dụ: the proportion of people.
• Figure;
• Sử dụng “ the figure for + danh từ số nhiều”. ví dụ: the figure for visitors to the
UK.
• Sử dụng từ này với các danh từ không đếm được. ví dụ: the figure for
unemployment.
• Sử dụng từ này với đất nước ( countries). Ví dụ: the figure for UK.
• Sử dụng từ ngày với số phần trăm. Ví dụ: the figure ( for…) increase to 10%.
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• number
• - Use "the number of + plural noun" e.g. the number of visitors.
• - Don't use it to describe percentages or uncountable nouns e.g. money.
• amount
• - Use "the amount of + uncountable noun" e.g. the amount of money.
• - Don't use it with countable nouns e.g. the amount of person/people.
• proportion
• - Only use this to describe percentages (not numbers).
• - Use "the proportion of + plural noun" e.g. the proportion of people.
• figure
• - Use "the figure for + plural noun" e.g. the figure for visitors to the UK.
• - Use it with uncountable nouns e.g. the figure for unemployment.
• - Use it with countries e.g. the figure for Canada.
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• - Use it with percentages e.g. the figure (for...) rose to 10%.
• –ing or to + infinitive
•
• Sử dụng to + infinitive verb sau các động từ: earn how, would like, want,
seem, refuse, promise, prepare, offer, learn, hope, help, deserve, decide,
afford, and ask.
• * Example:
• It is important to learn how to speak English
• Most people cannot afford to go on holiday every year.
• I would like to study overseas.
• * Lưu ý: “like” có thể dùng được với ing or to + infinitive.
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• Sử dụng verb-ing sau động từ: suggest, recommend, practice, mind,
keep, involve, imagine, give up, finish, enjoy, deny, consider, carry on,
and avoid.
• * Example:
• I would recommend checking your writing for mistakes.
• You should avoid drinking coffee after 6pm.
• I’ve finished writing my essay.
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Cụm từ chỉ mục đích:
• a) Chỉ mục đích khẳng định:
• Cấu trúc:so as to/ in order to/to+V
• EX:
• She join gym club in order to improve her healthy.
• He works hard to complete his project.
• They study hard so as to pass the exam.
• b) Chỉ mục đích phủ định:
• Cấu trúc:so as not to/ in order not to+V
• EX:
• He refuse to take part in the party in order not come home late
• The control the water pollution so as not to make the river become worse and worse.
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• 2.Cấu trúc trạng ngữ chỉ mục đích:
• Cấu trúc:S+V+so that /in order that+S+will/would/can /could/ may+V
• EX:
• The come to the station late so that they won't miss the train.
• She arrive to work early in order that she can avoid the traffic jam
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Cấu trúc chỉ kết quả:
• a) Cấu truc với too:
• S+be( become, sound, feel, taste...)+too +Adj(+for+Object)+to V
• S+V+too +Adv(+for+Object)+to V
• EX:
• He is too young to join the army.
• She ran too slowly to catch the train.
• b) Cấu trúc với enough:
• S+be +adj+enough(+for +Object)+to V
• S+V+adv+enough(+for +Object)+to V
• EX:
• He isn't tall enough to join the basketball team
• She speak English well enough to become interperter
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c) Cấu trúc so....that:
• S+be/V+so+adj/adv+that +S+V
• EX:
• It was so clear that everyone can see .
• He worked so lazily that he didn't pass the exam.
• Lưu ý
• so+ many/few +plural countable noun
• so +much/little + uncountable noun
• EX:
• There are so many people in the room that I can breath.
• The grass received a little water that it turned brown in the heat.
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d) Cấu trúc such.... that:
• S+V+such+(a/an)+adj+N+that +S+V
• EX:
• This is such a difficult homework that I can finish
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4.Cấu trúc chỉ lý do
• a) Cấu trúc với because of/owing to/due to:

• because of/owing to/due to+noun /pronoun/gerund phrase.
• EX:
• We were late because of him.
• They came late due to/owing to traffic jam.
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• b) Cấu trúc với Because/As/Since:
• Because/As/Since+S+V
• EX
• Because/As she did't focus on the project, the president laid her off.
• They have been living in Paris since they were young.
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• 5.Cấu trúc chỉ sự nhượng bộ:
• a) Cấu trúc với inspite of/despite:
• inspite of/despite +Noun/Pronoun/Gerund Phrase
• EX:
• Inspite of woking hard, they did't finish the project
• Despite living in poor condition and education, he still passed the
exam.
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Task 1 (150 – 200 words)
1. Introduction (1 sentence)
2. Overview (2-3 sentences)
3. Body 1 (4-5 sentences)
4. Body 2 (4-5 sentences)
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6 Checklist bài viết
1. Có lỗi chính tả hoặc ngắt câu không nhỉ?

2. Mình đã chia đúng thì chưa?
3. Đã đủ 150 từ hay ít quá?
4. Bố cục liệu đã đủ 4 phần?
5. Overview mình đã nêu ra đặc điểm chính chưa?
6. Chỗ nào lặp từ nhiều nhỉ?
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Những từ vựng dành cho phần Giới thiệu:
Introduction
Mở đầu Dạng biểu đồ Động từ Nội dụng miêu tả
diagram / table / shows / represents /

depicts / illustrates /
figure / illustration / the comparison of ….
presents/ gives /
graph / figure / the differences ….
The given / The provides / describes /
chart / flow chart / the number of ….
supplied / The compares/ shows /
picture/ information on ….
presented / The figures / gives data
presentation/ pie data on ….
shown / The chart / bar graph/ on / gives the proportion of….
provided line graph / table information on/ the amount of ….
data/ data / presents information information on….
information about/ shows data
about
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• Ví dụ:
1. The provided diagram shows data on employment categories in
energy producing sectors in Europe starting from 1925 to 1985.
2. The given pie charts represent the proportion of male and female
employee in 6 broad categories, divided into manual and non-
manual occupations.
3. The chart gives information on expenditures of 4 European
countries on six consumer products namely Germany, Italy, Britain
and France.
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Overview
• Những từ vựng dùng để trình bày xu hướng chung:
• In general, In common, As is presented, Generally speaking, As is observed.
• Ví dụ:
• In general the employment opportunity has increased till 1970 and has
dropped down afterward.
• As is observed, the figures for imprisonment in the five mentioned countries
show no overall pattern of increase or decrease rather shows the
considerable fluctuation from country to country.
• Generally speaking, USA had far more standard life than all the other 4
mentioned countries.
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Vocabulary - Body
• According to the…
• Categorically speaking…
• Getting back to the details…
• Now, turning to the details…
• The table data clearly shows that…
• It is interesting to note that…
• It is obvious…
• It is clear from the data…
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Sample answer
The graph ........... (show) how many people ........... (visit) three London museums
in the summer of 2013.
Most visitors ........... (go) to the British museum ........... June and September. The
number ........... (fluctuate) between 500 and 750. By contrast, the Science
Museum and the Natural History Museum ........... (receive) fewer visitors.
The number of people who visited the Science Museum ........... (drop) gradually
from 400 thousand to 300 from June to August then ........... (rise) to 450
thousand ........... September.
We can ........... (see) that the trend for the Natural History Museum ........... (be)
similar. There was a sharp drop in visitors from June to July. The
number ........... (remain stable) in August and then ........... (increase) steadily in
September.
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• You should spend about 20 minutes on this task.
• The graph below shows the changes in food consumption by
Chinese people between 1985 and 2010.
Summarise the information by selecting and reporting the main

features, and make comparisons where relevant.
• Write at least 150 words.
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• The graph below shows the changes in food consumption by Chinese
people between 1985 and 2010.
• The graph below = the given line chart
• Shows = describes
• the changes = the deviation/ difference
• food consumption = food using
• Chinese people = Chinese population/ citizens
• From…to…/ in the year…to the year…
The given line chart describes the deviation/ difference in food using of/by
Chinese population from 1985 to 2010
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Overview
1. Hit a peak
2. Reached a low
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• Put the sentences in the correct order to describe the graph.
• 1) The graph shows changes in the amount of fish, salt and meat eaten per person per week in China between 1985 and 2010.
?) In 1985, the consumption of fish stood at 610 grams, then increased to 700 grams in 1990.
?) The amount consumed decreased steadily from almost 500 grams per person to only 200 grams by 2010.
?) However, this gradually increased throughout the period.
?) Overall, the consumption of fish rose, while the consumption of salt fell.
?) The amount of meat consumed weekly started at about 100 grams.
?) From the graph we can see that people in China consumed more fish than either meat or salt throughout the period.
?) By 2010 it was at the same level as the consumption of salt.
?) In contrast, there was a consistent drop in salt consumption.
?) Although it dipped in 1995, it then rose steadily and reached 850 grams in 2010.
11)In addition, the consumption of meat, while at a relatively low level, rose significantly during this period.
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The line graph below shows the household
recycling rates in three different countries.
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The graph below shows the number of books read by men
and women at Burnaby Public Library from 2011 to 2014.
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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.
• Summarise the information by selecting and reporting the main
feature and make comparisons where relevant.
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• 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.
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• The line graph compares the weekly consumption of three different types of fast food in the UK
between 1970 and 1990.
• It is clear from the graph that the amount of Fish & Chips consumed per week experienced the
most dramatic change during the research period. Additionally, while the quantities of
Hamburger and Fish & Chips eaten both rose significantly, there was a slight decrease in the
figure for pizza.
• In 1970, the amount of Pizza consumed was highest, at more than 300 grams, while the figure
for Hamburger was significantly lower, at only around 30 grams. Meanwhile, approximately 80
grams of Fish & Chips were eaten by UK people. In 1985, Pizza consumption slightly fell and
reached the lowest point of 200 grams, whereas the other two figures gradually went up.
• In 1990, Fish & Chips weekly consumption increased dramatically to 500 grams and became the
highest figure in the line graph, while Hamburger’s figure experienced a slight rise to about 300
grams. At the same time, the amount of Pizza eaten remained stable at roughly 200 grams.
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The graph below shows changes in global
food and oil prices between 2000 and 2011.
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• The line graph compares the average price of a barrel of oil with the food price index
over a period of 11 years.
• It is clear that average global prices of both oil and food rose considerably between
2000 and 2011. Furthermore, the trends for both commodities were very similar, and
so a strong correlation (93.6%) is suggested.
• In the year 2000, the average global oil price was close to $25 per barrel, and the
food price index stood at just under 90 points. Over the following four years both
prices remained relatively stable, before rising steadily between 2004 and 2007. By
2007, the average oil price had more than doubled, to nearly $60 per barrel, and food
prices had risen by around 50 points.
• A dramatic increase in both commodity prices was seen from 2007 to 2008, with oil
prices reaching a peak of approximately $130 per barrel and the food price index
rising to 220 points. However, by the beginning of 2009 the price of oil had dropped
by roughly $90, and the food price index was down by about 80 points. Finally, in
2011, the average oil price rose once again, to nearly $100 per barrel, while the food
price index reached its peak, at almost 240 points.
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• The graph below shows population figures for India and China since
the year 2000 and predicted population growth up until 2050.
Summaries the information by selecting and reporting the main
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• The graph shows how the populations of India and China have changed since 2000
and how they will change in the future.
• In 2000, there were more people living in China than in India. The number of Chinese
was 1.25 bill ion, while India’s population was about 1 billion. Between 2000 and the
present, there has been a 0.2 billion rise in the number of Indian citizens. Over the
same period, China’s population has increased by 0.1 billion to reach over 1.35 billion.
• According to the graph, the population in India will increase more quickly than in
China, and experts say that by 2030, both countries will have the same population of
1.45 billion. After this, China’s population is likely to fall slightly to 1.4 billion in 2050,
while India’s population will probably increase and reach 1.6 billion.
• Thus, over the 50-year period, India is going to experience steady growth in its
population and it will overtake China. On the other hand, China’s population will peak
in 2030 and then begin to fall.
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Bar chart
Phân loại bar chart
Các dạng đề bar chart có thể được chia ra thành 2 loại:
1. Có năm tháng, có sự biến thiên, thay đổi của đối tượng theo thời
gian (time graph) = line chart
2. Không có năm tháng, không có sự biến thiên theo thời gian
(comparison graph)
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Bar chart có năm tháng
• Đối với Pie Chart hoặc Bar Graph có yếu tố thời gian, thì các em sẽ coi
2 biểu đồ này như là Line Graph, tức là sử dụng các cấu trúc chỉ sự
tăng trưởng lên xuống và trends
• Nhìn vào biểu đồ này, chúng ta lưu ý những đặc điểm sau:
• - Số liệu khởi đầu (năm ...)
• - Số liệu sau cùng (năm ...)
• - Xu hướng thay đổi của các đối tượng trong vòng …năm này.
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Bar chart không có năm tháng
• Chú ý đến những điểm như sau:

• Điểm số liệu cao nhất trên biểu đồ
• Điểm số liệu thấp nhất trên biểu đồ
• Các điểm đặc biệt khác (điểm giao nhau, …)
• Đối với dạng biểu đồ này, việc so sánh cũng được tiến hành khác hơn
một chút so với biểu đồ năm tháng. Thay vì miêu tả xu hướng theo
thời gian, chúng ta có thể tập trung làm rõ những khác nhau của các
đối tương.
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Bar chart
• around = about = approximately: khoảng, xấp xỉ
• just over/ just above: cao hơn 1 xíu
• just under/ just below: thấp hơn 1 xíu
• nearly/ almost/ close to: gần
• accounted for: chiếm
• during the following years: trong những năm sau đó
• witnessed a decrease in…: chứng kiến 1 sự giảm sút trong…
• experienced a constant rise in…: trải qua 1 sự tăng liên tục trong…
• reaching the highest point of: đạt tới điểm cao nhất là….
• reached a peak of: đạt cực đại là…
• Hit a low of: đạt điểm thấp nhất …
• ending at…: kết thúc tại…
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Biểu đồ có nhiều hơn 2 đối tượng
Đề bài sau đây là một ví dụ:
• Khi gặp dạng bài này, chúng ta có 2 cách để phân tích:

• - Cách 1: chia theo đối tượng (Ví dụ như: Liverpool, London và
Manchester)
• - Cách 2: chia theo đơn vị so sánh (Ví dụ như: Apartment, terraced,
detached and semi-detached houses)
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• The bar chart shows the caloric intake of UK males in three distinct age groups of 0-24, 25-49, and
over 50 years old.
Dairy for the 0-24 age group was the highest source of calories, whilst the other categories each
represented about 20% each. In the next age group dairy fell to around a quarter, and meat
became the main source of calories, reaching half of the total intake.
Pulses and vegetables reached 10% and 15% respectively. Pulses in the final age group increased
six fold to over 60%, whereas calories obtained from vegetables was 10%, half that of meat
(20%), and even slightly less than dairy (15%).
The 50+ group shows the most marked preference out of all the groups. It also confirms the
gradual decline in vegetable consumption as males become older.
Overall it is clear that each age group has a clear favourite which varies depending on age.
However vegetables are consistently amongst the least popular, regardless of age.
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The bar chart below shows the percentage growth in average
property prices in three different countries between 2007 and
2010.
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• The bar chart shows the number of visitors to three London
Museums between 2007 and 2012.
• Summarize the information by selecting and reporting the main
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• Model answer
• The bar chart compares the yearly number of visitors in 3 different museums from 2007 to 2012.
• Overall, the peak of visitors' number was in 2012, while the lowest point was in 2009 and 2010.
• Victoria and Albert Museum was the most popular from 2007 to 2009. During 2007-2008 its annual
number of visitors remained constant at about 14 million people per year. However, the figure started to
decline rapidly in 2009, and reached its lowest point of about 8 millions in 2010, becoming the least
popular museum for the rest of the period. After that, the number of Victoria and Albert Museum's
visitors gradually rose up to 10 million visitors within 2 years.
• British Museum was the second most popular in 2007, being outraced by Victoria and Albert Museum.
Nevertheless, its number of visitors experienced a sharp fall in 2008 and remained unchanged the
following year. Then, the figure started to increase. It reached its peak of approximately 14 million visitors
in 2012, regaining its position of 2007.
• National Gallery Museum showed the most notable development with a steady growth throughout the
period. Being the least popular museum in the beginning, it experienced a growth of more than 10
million visitors over 6-year period, and became the most visited museum in 2012.
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Conjunction
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Conjunction
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Những từ dùng để thêm thông tin
• and (và)
• also (cũng)
• besides (ngoài ra)
• first, second, third… (thứ nhất, thứ hai, thứ ba…)
• in addition (thêm vào đó)
• in the first place, in the second place, in the third place (ở nơi thứ
nhất, ở nơi thứ hai, ở nơi thứ ba)
• furthermore (xa hơn nữa)
• moreover (thêm vào đó)
• to begin with, next, finally (bắt đầu với, tiếp theo là, cuối cùng là)
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Những từ dấu hiệu chỉ nguyên nhân, hệ
quả
• Accordingly (Theo như)
• and so (và vì thế)
• as a result (Kết quả là)
• consequently (Do đó)
• for this reason (Vì lý do này nên)
• hence, so, therefore, thus (Vì vậy)
• then (Sau đó)
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Những dấu hiệu chỉ sự so sánh
• by the same token (bằng những bằng chứng tương tự như thế)
• in like manner (theo cách tương tự)
• in the same way (theo cách giống như thế)
• in similar fashion (theo cách tương tự thế)
• likewise, similarly (tương tự thế)
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Những dấu hiệu chỉ sự đối lập
• but, yet (nhưng)

• however, nevertheless (tuy nhiên)
• in contrast, on the contrary (Đối lập với)
• instead (Thay vì)
• on the other hand (Mặt khác)
• still (vẫn)
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Những từ dấu hiệu chỉ kết luận hoặc tổng
kết.
• and so (và vì thế)

• after all (sau tất cả)
• at last, finally (cuối cùng)
• in brief (nói chung)
• in closing (tóm lại là)
• in conclusion (kết luận lại thì)
• on the whole (nói chung)
• to conclude (để kết luận)
• to summarize (Tóm lại)
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Từ dấu hiệu để chỉ ví dụ
• as an example
• for example
• for instance
• specifically
• thus
• to illustrate
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Những từ dấu hiệu chỉ sự khẳng định
• in fact (thực tế là)

• indeed (Thật sự là)
• especially (đặc biệt là)
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Những từ dấu hiệu chỉ địa điểm
above (phía trên)

• alongside (dọc)
• beneath (ngay phía dưới)
• beyond (phía ngoài)
• farther along (xa hơn dọc theo…)
• in back (phía sau)
• in front (phía trước)
• nearby (gần)
• on top of (trên đỉnh của)
• to the left (về phía bên trái)
• to the right (về phía bên phải)
• under (phía dưới)
• upon (phía trên)
75
Những từ dấu hiệu chỉ sự nhắc lại
• in other words (nói cách khác)

• in short (nói ngắn gọn lại thì)
• in simpler terms (nói theo một cách đơn giản hơn)
• that is (đó là)
• to put it differently (nói khác đi thì)
• to repeat (để nhắc lại)
76
Những từ chỉ dấu hiệu thời gian
afterward (về sau)
∙ at the same time (cùng thời điểm)
∙ currently (hiện tại)
∙ earlier (sớm hơn)
∙ formerly (trước đó)
∙ immediately (ngay lập tức)
∙ in the future (trong tương lai)
∙ in the meantime (trong khi chờ đợi)
∙ in the past (trong quá khứ)
∙ later (muộn hơn)
∙ meanwhile (trong khi đó)
∙ previously (trước đó)
∙ simultaneously (đồng thời)
∙ subsequently (sau đó)
∙ then (sau đó)
∙ until now (cho đến bây giờ)
77
Showing examples (đưa ra ví dụ)
– For example
– For instance
– Such as …
– To illustrate:
Ex: To illustrate my point, let me tell you a little story :
Để minh họa cho quan điểm của tôi,để tôi kể cho bạn một câu chuyện
nhỏ
78
Generalising (tổng quát, nói chung)
– Generally,
– In general,
– Generally speaking,
– Overall,
– On the whole,: On the whole,I think it is a good idea but I would still
like to study it further.
- All things considered,
79
Specifying (nói chi tiết, cụ thể)
– In particular,
– Particularly,
– Specifically,
– To be more precise,
80
Expressing your opinion (nêu lên ý kiển
của mình):
– In my opinion,
– Personally,
– From my point of view,
– From my perspective,
– It seems to me that…
– I believe that…
– It appears to me that …
81
Constrasting ideas (đưa ra ý kiến đối lập):
– However,
– Nevertheless,
– On the other hand,
– On the contrary,
– Nonetheless,
– Although……, …..
– ….while/whereas
82
Comparing (so sánh):
– ….similar to…
– Similarly,
– In much the same way,
– …as…as…
83
Adding information (thêm vào ý kiến):
– Moreover,
– Furthermore,
– In addition,
– Besides,
– What’s more,
– Apart from…,
– Also,
– Additionally,
84
Expressing certainty (thể hiện sự chắc
chắn về điều gì đó):
– Certainly,
– Undoubtedly,
– Obviously,
– It is obvious/clear that…
– Definitely
85
Expressing agreement (đưa ra sự đồng
tình):
– …in agreement that…
– …in accordance with..
– Accordingly
86
Stating the reason why something
occurs/happens (đưa ra lí do, nguyên nhân):
– Due to…
– Owing to…
– This is due to …
– …because…
– …because of…
87
Stating the effect/result (đưa ra hậu quả,
kết quả):
– As a result,
– Therefore,
– Thus,
– For this reason,
– Consequently,
– As a consequence,
88
Sequencing (thứ tự):
– Firstly,
– Secondly,
– Thirdly,
– Finally,
– Lastly,
– At the same time,
– Meanwhile,
89
Concluding (kết luận):
– To conclude,
– In conclusion,
– To summarise,
– In summary,
– In short,
– To conclude with,
90
Các Sentences Mẫu Trong IELTS Writng
Task 1
• The price increased/ grew/ went up/ rose rapidly/ shot up
• – The price soared/ leaped/ climbed to a new peak
• – The price hit a peak/ reached a high/ reached a peak
• – The price saw/ recorded/ experienced a high at (Eg. $200)
• – The sale saw a noticeable turnaround (Doanh thu cải thiện tốt)
• – A twofold/ threefold increase = doubled/ tripled/ quadrupled (gấp 4
lần)/ quintupled (gấp 5 lần)
91
Task 1
• – The price climbed/ soared to a peak
• – Sale rose 5% = a 5% rise was recorded = Sale recorded/ saw a 5% rise
• – The price recorded a 10-year high at $200 = hit a peak of $200 over the 10-year
period
• – There was a sharp growth in the price
• – The price sank to new low point
• – The price went into free fall
• – There was a dip = the price dipped
• – The price suffered/ experienced/ saw/ recorded/ witnessed/ show a steep/ sharp
decline/decrease/ fall = There was a/an adj + N in the price
• – The price fell/ went back to the 2010 level
92
Task 1
• The price fell to its lowest level
• – The price gradually went down before expreriencing a sharp decline
• – There was a slight decline in the price, followed by a sudden drop/ a
collapse/ tumble/ plunge…
• – There was a marked fall in the price = The price fell markedly (for a
short period, etc)
• – Sales of book made up a lower proportion
93
1. As / While A verb, B verb (at the same
time). [linking words] – xảy ra đồng thời
•
– Câu mẫu cho biểu đồ thay đổi theo thời gian (Change Over Time
example)
While the number of factories in Taiwan increased dramatically to
100,000 in 2006, the quantity in Japan plummeted to 1,000 at the
same time.
• – Câu mẫu cho biểu đồ thống kê (Static example)
As the number of females in full-time work stood at 300 in 2014, the
amount of working males stood at 500.
94
2. In comparison to A, which verb, B verb.
[relative clauses] – sự so sánh
•
example)
In comparison to the number of factories in Taiwan, which saw an
increase to 100,000 in 2006, the quantity in Japan plummeted to
1,000 at this time.
– Câu mẫu cho biểu đồ thống kê (Static example)
In comparison to the number of females in full-time work, which
stood at 300 in 2014, the amount of working males stood at 500.
95
3. A verb, v-ing, (which verb). [adjective
clause + relative clause]
example)
The number of factories in Taiwan saw an increase to 100,000 in 2006,
exceeding the quantity in Japan, which had only 1,000.
– Câu mẫu cho biểu đồ thống kê (Static example)
The number of males in full-time work reached 500 in 2014, exhibiting
a higher number than all the other categories provided.
96
PIE CHART
97
• The two pie charts below show the online shopping sales for retail
sectors in Canada in 2005 and 2010. Summarise the information by
selecting and reporting the main features, and make comparisons
where relevant. Write at least 150 words.
98
99
Introduction
• The charts compare four retail sectors in Canada in terms of the
proportion of their internet sales in two years, 2005 and 2010.
• The two pie charts = The charts
• show = compare
• the online shopping sales for retail sectors in Canada = four retail
sectors in Canada in terms of the proportion of their internet sales.
• in 2005 and 2010 = in two years, 2005 and 2010.
100
Overview
• Cách viết: Viết 2-3 câu nêu về những điểm nổi bật nhất khi nhìn vào
biểu đồ (nêu bức tranh tổng quan về biểu đồ).
• Ví dụ:
• Overall, the proportion of online sales for each of the four sectors
changed significantly from 2005 to 2010. While the figures for food
and beverages and also video games increased, the figures for the
other two sectors fell.
101
Body analyse
• LƯU Ý KHI PHÂN TÍCH BIỂU ĐỒ:
• - Chú ý các mốc thời gian trong biểu đồ (đang ở quá khứ hay tương lai ... để phục vụ
việc so sánh qua các thời kỳ).
• - Chú ý đơn vị đo lường (% hay số lượng, có thể chuyển số liệu thành & hay ngược lại)
• - Chú ý địa điểm của các biểu đồ.
• - Cần xác định các yếu tố:
• Đặc điểm hay xu hướng hay điểm tương đồng nổi bật nhất
• Lớn nhất
• Nhỏ nhất
• Phần tăng lên hay giảm xuống ở các biểu đồ
• Phần không thay đổi/ Những điểm có ở biểu đồ này nhưng không có ở biểu đồ kia.
102
• In 2005, the proportion of online sales of food and beverages was
22%, but this rose to 32% in 2010. The percentage for internet sales
of video games also went up, by 5% from the 2005 figure of 18%.
• In contrast, the percentages of the online sales of the other sectors
decreased. The most dramatic fall was in the home furnishings retail
sector. While this figure was 25% of the total online sales of these
four sectors in 2005, it fell to just 15% in 2010. There was also a
decrease in the electronics and appliances sector, which saw a fall
from 35% in 2005 to 30% in 2010.
103
Vocabulary
104
tỉ trọng
• It is clear that ____represents the largest portion of _____, whereas
_____ is undoubtedly the smallest.
• Sales of _____ stood at __% in 1925, which is the majority of_____.
• (If the percentage is around 60%) – Nearly a third…
• (If the percentage is around 52%) – Over a half of all respondents…
• (If the percentage is around 25%) Roughly a quarter of respondents
• Exactly 30% of students…
105
Written form Percentage Fraction
a half 50% 1/2
a third 33% 1/3
two thirds 66% 2/3
three quarters 75% 3/4
a quarter 25% 1/4
106
Vocabulary- Overview
• Generally speaking
• Overall
• It is obvious
• As is observed
• As a general trend
• As can be seen
• As an overall trend
• As is presented
• It can be clearly seen that
• At the first glance, it is clear
107
Vocabulary - Body
• According to the…
• Categorically speaking…
• Getting back to the details…
• Now, turning to the details…
• The table data clearly shows that…
• It is interesting to note that…
• It is obvious…
• It is clear from the data…
108
Phần trăm:
• 25 percent decrease
• dropped by 10 per cent
• reached to 75%
• 5 times higher
• stood exactly at 43%
• Tripled, doubled…
109
Phân số
• 4% = A tiny fraction.
• 24% = Almost a quarter.
• 25% Exactly a quarter.
• 26% = Roughly one quarter.
• 32% Nearly one-third, nearly a third.
• 49% = Around a half, just under a half.
• 50% Exactly a half.
• 51% = Just over a half.
• 73% = Nearly three quarters.
• 77% = Approximately three quarters, more than three-quarters.
• 79% = Well over three quarters.
110
Tỷ trọng
• 2% = A tiny portion, a very small proportion.
• 4% = An insignificant minority, an insignificant proportion.
• 16% = A small minority, a small portion.
• 70% = A large proportion.
• 72% = A significant majority, A significant proportion.89% = A very
large proportion.
• 89% = A very large proportion.
111
Từ đồng nghĩa với xấp xỉ Approximately
• Nearly • Just under

• Roughly • Just around
• Almost • Just about
• About • Just below
• Around • A little more than
• More or less • A little less than.
• Just over
112
• The three pie charts below show the changes in annual spending by
a particular UK school in 1981, 1991 and 2001.
113
114
The two pie charts show the online shopping sales
for retail sectors in Canada in 2005 and 2010.
115
• The diagrams below give information on transport and car use in
Edmonton.
Summaries the information by selecting and reporting the main

116
117
• The pie charts below give information about world population in
1900 and 2000.
Summarise the information by selecting and reporting the main

118
119
• you should spend about 20 minutes on this task.
• The pie chart shows the amount of money that a children's charity
located in the USA spent and received in one year, 2016.
features and make comparisons where relevant.
120
121
• Model Answer
• The pie charts show the amount of revenue and expenditures in 2016 for 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.
122
The pie charts below compare water usage
in San Diego, California and the rest of the
world.
123
• The pie charts give information about the water used for residential, industrial and
agricultural purposes in San Diego County, California, and the world as a whole.
• It is noticeable that more water is consumed by homes than by industry or agriculture in
the two American regions. By contrast, agriculture accounts for the vast majority of
water used worldwide.
• In San Diego County and California State, residential water consumption accounts for
60% and 39% of total water usage. By contrast, a mere 8% of the water used globally
goes to homes. The opposite trend can be seen when we look at water consumption for
agriculture. This accounts for a massive 69% of global water use, but only 17% and 28%
of water usage in San Diego and California respectively.
• Such dramatic differences are not seen when we compare the figures for industrial
water use. The same proportion of water (23%) is used by industry in San Diego and
worldwide, while the figure for California is 10% higher, at 33%.
124
125
The pie chart below shows the main reasons why students chose
to study at a particular UK university in 1987 and in 2007.
126
• The two pie charts compare students’ responses to a survey about fundamental reasons to go to a
specific university in the UK in the years 1987 and 2007.
• It is clear that university course fitness was the most important concern in both years. While distance
to parents’ house was the least concerned in 1987, it had become the second most important reason
to study at a UK college by 2007
• In 1987, 35% of students choosing a particular UK university rated suitable degree courses as their
number-one-worry, which was considerably higher than the percentages of the two second most
common concerns, quality of studying resources and provision of sport and social activities, 21% and
19% respectively. The quality of educational teaching came next at 15%, while just 10% of students
who went to a UK tertiary education worried about the closeness to their parents’ house.
By 2007, the amount of students concerning university course suitability rose slightly by 2% to 37%. In
contrast, the worries related to supporting for sport and other social activities saw a dramatic
decrease to a mere 6%. There was a growing concern for the proximity to parental home with the
figure reaching 22%, whereas the quality of available resources fell slightly by 3% and the teaching
quality saw a small rise.
127
Common subject
• The number of + Countable noun (plural) + V (singular): Số lượng
(danh
từ đếm được)
• Ex:
The number of students of ZIM Academy
increases by about 1000 students every
year
128
Common subject
• The amount of + Uncountable noun + V(singular): Lượng (danh từ
không đếm
được)
• The amount of electricity produced from
nuclear power increased gradually to 2
million KWh.
129
Common subject
• The percentage of + Noun (countable or uncountable) + V (singular):
Tỉ lệ của (danh từ đếm được hoặc không đếm
được)
The percentage of electricity produced from nuclear power
increased by 10% in 2010.
130
Common subject
• The proportion of + Noun (countable or uncountable) + V (singular):
Tỷ trọng của (danh từ đếm được hoặc không
đếm được)
• The proportion of boys joining Math classes is 10% higher than that
of girls.
131
Common subject
• The figure(s) for + Noun (countable or uncountable) + V
(singular/plural): Số liệu cho (danh từ đếm được hoặc không đếm
được)
- The figure for visitors to Vietnam was 20 million in 2015.
- The figure for unemployment in Vietnam was over 15 thousand
people in 2010.
132
Paraphrase
• the number of + countable noun (plural) = how many + countable
noun (plural) + verb
The chart shows the number of young males
and females playing sports in 2000.
= The chart shows how many young men
and women played sports in 2000.
133
Paraphrase
• the amount of + uncountable noun = how much + uncountable noun
+ verb
• 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.
134
Paraphrase
• the percentage of + noun (countable or uncountable)
= the proportion of + noun (countable or uncountable)
The chart shows the percentage of men and
women participating in soccer.
= The chart illustrates the proportion of
male and female participants in soccer.
135
Paraphrase
• the figure/figures for + N (countable or uncountable)
“The figure/figures for” được dùng hầuhết trong các trường hợp. Để nói về
danh từ đếm được số nhiều, danh từ không đếm được hay tỉ lệ đều dùng
được “figures for”
- The chart shows the number of young males and females playing sports in
2000.
= The chart shows figures for young men and women playing sports in 2000.
- The chart illustrates the amount of electricity produced from three sources in
2010.
= The chart illustrates figures for electricity production from three sources in
2010.
136
Các mẫu câu hay ghép hai câu đơn để
tránh lặp chủ ngữ
• The number of ZIM students decreased slightly to 1,500 in 2015.
However, the number of ZIM students increased significantly by 500
in 2016
• Mẫu câu 1
• S+ V, which was followed by
• There was a fall to 1,500 in the number of Zim students in 2015,
which was followed by an increase to 2,000 in 2016
137
in 2016
• Mẫu câu 2
• S+V, but later + V
• The number of ZIM students declined slightly to 1,500 in 2015, but
later went up sharply by 500 in 2016.
138
in 2016
• Mẫu câu 3
• S+V before V-ing
• The number of ZIM students declined slightly to 1,500 in 2015
before experiencing a sharp increase of 500 in 2016.
139
Task 2
•When choosing a job, the salary is the

most important consideration. To what
extent do you agree or disagree?
140
Task 2
• The number of older people is increasing.

What are the advantages and
disadvantages of this?
141
Task 2
• Write about the following topic:
• Many people believe that university students should study a full range
of subjects, instead of some specific subjects.
• To what extent do you agree or disagree with this viewpoint?
142
Writing task 1- Table
1. Biến thiên theo thời gian: viết y như line chart
2. Biến thiên không theo thời gian mà theo chủ đề thì viết như bar
chart
3. Biến thiên không theo thời gian mà phần trăm tỉ lệ thì viết như pie
chart
Table là ẩn thân của 3 loại hình chart 1. line chart, 2. bar chart, 3. Pie
chart
Để viết được table chart việc đầu tiên là phải phân tích đề kĩ  nó
thuộc loại chart nào.
143
Tips khi làm bài dạng Tables
• Khi đi thi:
• Đừng viết ý kiến cá nhân của bạn cũng như những thông tin mà đề bài không
yêu cầu.
• Đừng viết những con số một cách không chọn lọc vào bài viết của bạn.
• Bạn cần xác định cấu trúc bài viết trước khi viết.
• Khi luyện tập
• Sử dụng Practice Tests càng nhiều càng tốt.
• Tham khảo các bài viết mẫu.
• Canh giờ làm bài như là bạn đang thi thật.
• Cố gắng trả lời những câu hỏi mà không sử dụng từ điển.
144
Biểu đồ có mốc thời gian cố định -
KHÔNG CÓ SỰ THAY ĐỔI THỜI GIAN
• Ở dạng này, chúng ta không thể chỉ ra xu hướng của các số liệu vì các
số liệu này không thay đổi theo thời gian mà hoàn toàn là số liệu tĩnh.
•
• Thay vào đó, bạn cần so sánh các số liệu bằng cách lựa chọn những
đặc điểm chính của nó và mô tả.
•
• Đặc điểm chính của dạng biểu đồ này thường là điểm cao nhất và
thấp nhất của đối tượng so sánh.
145
146
Biểu đồ 2 bảng - Có sự thay đổi thời gian
• Với dạng có yếu tố thời gian, bản chất của dạng này sẽ giống
như biểu đồ line chart, tức là các bạn sẽ sử dụng các từ vựng chỉ sự
tăng trưởng như increase, decrease... như trong line chart
147
How to write
• 1- Bố cục bài viết gồm 4 phần: Introduction, Overview, Body 1, Body 2
• 2- Mở bài: cố gắng paraphrase lại các từ của đề bài.
148
3- Tổng quan (Overall):
• - Nếu thấy bài có sự thay đổi theo thời gian -> nên tìm đặc điểm về xu
hướng trước
• Sau đó, mọi người cố gắng để ý so sánh các cột các dòng (thay vì chỉ
để ý các ô trong table) ==> chú ý phân tích theo cột trước, thì cột
thường sẽ có ít category đối tượng so sánh hơn, sau đó mới nhìn theo
hàng ngang
• Nếu không thể so sánh các hạng mục thì có thể so sánh các số liệu lớn
nhất, nhỏ nhất.
• Nên viết 2 câu - tương ứng với 2 đặc điểm trong phần tổng quan (1
câu thường không đủ)
149
• 4- Ở 2 khổ thân bài: Mọi người nhớ không bao giờ mô tả số liệu riêng
rẽ, luôn cố gắng so sánh càng nhiều càng tốt.
• Cố gắng chia thành 2 nhóm (Ví dụ: một nhóm số liệu lớn nhất, một
nhóm sốl iệu nhỏ nhất, hoặc nhóm số liệu bằng nhau)
5- Lưu ý sử dụng past simple khi mô tả năm trong quá khứ, sử dụng
cấu trúc dự đoán tương lai 'is expected/predicted to" nếu có năm
tương lai.
• Nếu không có khoảng thời gian được chỉ ra ->dùng present simple
150
Grammar points
151
152
153
• Một số tính từ thường dùng để miêu tả:
• a bit, slighty, a little, only just, approximately, about, precisely, quite, nearly,
considerably, a huge, a great deal, quite, completely, exactly, striking, strikingly,
broad, broadly, fairly, considerable, significant, notable, marginal, identical,
comparable....
• Từ dùng để nối (subordinating conjunctions):
• - whereas, while, although, though ...
• ex: Vietnam produces large amounts of rice, whereas Korea produces none.
• Từ dùng để chuyển tiếp (Transitions):
• - However, In addition,In contrast, On the other hand, Moreover, Furthermore....
• ex: Vietnam has a lot of beaches. In constrast, Paraguay does not have anyone.
154
• Một vài cấu trúc khác:
• - (slightly) more .... than
• - (far) less ... than ....
• - as ... as...
• - Like.... , ....
• - (twice) as much .... as....
• - (two) times more .... than ....
• - the same amount .... as ....
• Example:
• - Like Thailand, Vietnam produces high levels of rice
• - Thailand produces twice as much rice as Vietnam in 2016.
155
156
157
158
• The table illustrates the average IELTS band score received by students
from four various nations in the year 2009.
It is clear that Speaking was the best IELTS skills for all students, regardless
of their nationalities in the year of 2009. Also, while German students
gained the highest scores in three skills (Listening, Writing, Speaking), the
highest band score in Reading belonged to Malaysian ones.
As can be seen from the table, the highest average overall band score of
6.7 belonged German students, compared with 6.4 of Malaysian ones.
Furthermore, German and Malaysian students were the two most
outstanding groups in speaking skills with the average band score of 6.9
and 6.7 respectively.
Meanwhile, the lowest figure in Germany was Reading skills with 6.3, while
that in Malaysia was Writing skills with 6.0. Of the other countries, French
students achieved higher overall band score (6.5) than Vietnamese
students (6.3). Similarly, the figure for Writing in France was significantly
higher than that in Vietnam with 6.5 and 6.1 band score respectively. Also,
the average band scores of both nations in listening and reading skills were
equal, with 6.3 for listening and 6.1 for reading. 159
• The table below presents the number of children ever born to women
aged 40-44 years in Australia for each year the information was
collected since 1981.
• Summaries the information by selecting and reporting the main
» Write at least 150 words.
160
161
Sample answer
• The table graph explicates the gathered statistics of children born to women aged from 40-44 years in
Australia. The data is given since 1981 and it illustrates the figures of 1981, 1986, 1996 and 2006.
• Overall, the proportion of women who had given birth to three or more children had considerably
plunged and mothers who had no children were surged by each year.
•
In 1981, the utmost four or more infants were born by women with the figures of 27.6% but it was
plunged from the year 1981 to 1996 and finally, it fell to 11.0% in 2006. Similarly, the maximum
proportion of women who had given birth to three children was 27.4 percent and 27 percent in the
year of 1981 and 1986 respectively. The remaining two years were minimal in the birth of three
children by the women aged 40-44.
• Moreover, two children were given birth by more women in the year of 2006 and 1996. It was nearly
correlative to each other with the figures of 38.3% and 38.2% while 29% of two children were given
birth by women in the year of 1981. However, childless women’s number upsurged in 1996 and 2006
from 12.8 percent to 15.9% but women with no child plummeted from 9.7 percent to 8.5 percent in
the year 1981. In the case of one child, the proportion decreased in the first two years of the given
graph then dropped to 7.6 percent in the last year.
162
• The table below shows the results of a 20-year study into why adults
in the UK attend arts events.
163
164
Before you do task 1, ask these questions:
•
1) What is the subject of the table?

2) How is the subject divided (for example, male/female; year by
year)?
3) What are the most interesting points about the table?
4) Can you give a general comment about the most
interesting/important points?
5) Have you included figures to support your description?
6) Is the information you included accurate?
165
• The table below gives information about UK independent films.
166
167
• The tables below give information about sales of Fairtrade*-labelled
tea and pineapples in 2010 and 2015 in five European countries.
168
169
• The two tables contain sales data for Fairtrade tea and pineapples in 2010 and 2015,
in five nations of Europe.
• The first table shows low-level tea sales increasing in all five countries, albeit to widely
varying degrees. In two places sales increased by the same small amount: 2.8-3
million euros in Germany, and 1.8-2 million in Norway. The increment was slightly
larger in Netherlands, from 2-2.7 million euros. Meanwhile, in Austria sales doubled
from 4-8 million euros. Finally, in France there was an enormous increase, from 2.5-21
million euros.
• In the second table, it is Austria which stands out as buying far more Fairtrade
pineapples than the other four countries. The sales figures for Austria jumped from
16-48 million euros across these five years, while in France and Netherlands sales only
grew from 2-6.5 and from 1.6-5 million euros respectively. Norway and Germany
showed a different pattern, with falls in pineapple sales from 2.8-2 and 3-1.9 million
euros.
• Comparing the two tables, it is clear that in 2010 Fairtrade tea sales ranged from 1.8-4
million euros in these five countries, while pineapple sales also mostly clustered
between 1.6 and 3 million euros, with Austria the outlier at a huge 16 million euros.
By 2015, sales figures for both products had risen across the board, except for Norway
and Germany which recorded drops in pineapple sales. 170
Hướng Dẫn Cách Viết Dạng Process
171
Process có tổng cộng bao nhiêu dạng?
Dạng 1: Quá trình sản xuất – Manufacturing process
Đây là dạng Process về một quá trình sản xuất nhân tạo, một quy trình sản xuất
một thứ gì đó, có thể là sản xuất cà phê, sản xuất xi măng, quá trình lọc nước, …
172
Dạng 2: Một quá trình tự nhiên – Natural process
Ngược lại với quá trình nhân tạo có sự can thiệp của yếu tố bên ngoài, trong quá trình tự nhiên, cá thể tự phát triển và vận động, do đó sử
dụng các cấu trúc ở thể chủ động để miêu tả.
173
Lưu ý chung cho một bài Process
• Phải đề cập đến những thay đổi quan trọng trong quy trình
• Không bỏ sót các bước nào, có thể gộp các bước để viết
• 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.
• Lưu ý nên paraphrase những từ đề bài cho, không nên dùng y nguyên
• Không nên thể hiện quan điểm cá nhân trong bài Task 1
174
Phân tích đề
• Đâu là bước đầu và bước cuối của quá trình?
• Process này thuộc dạng Circular (Quá trình Tuần hoàn, có điểm bắt đầu và
kết thúc trùng nhau) hay Linear (Quá trình tuyến tính, có điểm đầu và điểm
cuối riêng biệt)?
• Có bao nhiêu bước trong quá trình?
• Quá trình đó là tự nhiên hay nhân tạo?
• Có gì được thêm vào trong quá trình hay không?
• Chức năng của mỗi bước/giai đoạn là gì?
• Có quan hệ nào giữa các bước/giai đoạn hay không?
• Kết thúc quá trình, cái gì được tạo ra?
175
Từ vựng cần dùng khi viết bài writing task
1: Process
• Bắt đầu process: • Các steps diễn ra cùng lúc:
• +. To begin with, • +. At the same time,
• +. First of all, • +. Simultaneously,
• +. In the first step,
• Kết thúc process:
• Các steps tiếp theo:
• +. Finally,
• +. Following that,
• +. The second stage is that… • +. The last/ final process is that…
• +. In the next/ subsequent step,
• +…… followed by…..
• +. After that,
176
Từ vựng IELTS Writing Task 1 Process man-made
• to be dug out of the ground: được đào lên khỏi mặt đất
• to be placed onto a metal grid: được đặt lên 1 vỉ kim loại
• to be put through a roller: được đưa qua băng chuyền
• breaks it into small chunks: đập nó thành những mảnh nhỏ
• to be mixed with: được trộn với
• to be either put in a mould or cut by a wire cutter: hoặc được đưa vào 1 cái khuôn hoặc được cắt bởi 1 cái máy cắt
gạch
• well-shaped(adj): có hình dạng đẹp
• to be laid in a drying oven: được đặt vào 1 cái lò nung
• to be then heated in a kiln: được đun nóng trong 1 cái buồng
• moderate temperature: nhiệt độ vừa phải
• to be cooled: được làm nguội
• to be packaged: được đóng gói
• to be transported to…/ to be delivered to …: được vận chuyển đi đâu đó
• to be picked by hand: được hái bằng tay
• to be dried in the sun: được phơi khô dưới ánh nắng mặt trời
• to be sold to …: được bán cho …
• to be harvested: được thu hoạch
177
Phần ví dụ
• In the first stage of the process, clay is dug out of the ground.
Trong giai đoạn đầu tiên của quá trình, đất sét được đào lên khỏi mặt đất.
• After that, the clay is mixed with sand and water, and the resulting mixture is either put in a mould or cut by
a wire cutter to make well-shaped bricks.
Sau đó, đất sét được trộn với cát và nước, và hỗn hợp thu được được đặt trong khuôn hoặc cắt bằng máy cắt
gạch để tạo ra những viên gạch có hình dạng tốt.
• At the first stage of the process, coffee beans are picked by hand before being dried in the sun.
Ở giai đoạn đầu tiên của quy trình, hạt cà phê được hái bằng tay trước khi được phơi khô dưới ánh nắng mặt
trời.
• These coffee jars are delivered to shops and supermarkets, ready to be sold to consumers.
Những hộp cà phê này được chuyển đến các cửa hàng và siêu thị, sẵn sàng để bán cho người tiêu dùng.
• At the first stage in the corn ethanol making process, corn is harvested and then put in a suitable place to
ensure safe storage.
Ở giai đoạn đầu tiên trong quy trình sản xuất ethanol, ngô được thu hoạch và sau đó được đặt ở một nơi thích
hợp để đảm bảo lưu trữ an toàn.
178
Từ vựng IELTS Writing Task 1 Process natural
• experience/undergo significant changes: trải qua những thay đổi đáng kể
• pass through three distict physical stages: trải qua ba giai đoạn vật lý khác nhau
• lay a couple of/ a massive number of eggs: đẻ một vài / một số lượng lớn trứng
• begin life as eggs: bắt đầu cuộc sống là những trái trứng
• hatch within 3 to 5 days: nở trong vòng 3 đến 5 ngày
• hatch into …: nở thành con gì
• the hatching process: quá trình nở
• to be … cm in length/ to be … cm long: dài … cm
• vary in size/colours/shapes: đa dạng về kích thước / màu sắc / hình dạng
• to be termed …/ to be commonly called …: được gọi chung là …
• grow to adult size/ grow to maturity/ turn into an adult/ become fully-grown adults: tăng trưởng
thành kích thước trưởng thành/ tới giai đoạn trưởng thành
• make it to the adult stage: đạt tới giai đoạn trưởng thành
• emerge/appear: xuất hiện
• feeding grounds: khu vực kiếm ăn
• feed on…: ăn cái gì 179
• external gills/ internal gills: cái mang bên ngoài / cái mang bên trong
• grow the hind legs/ the front legs: mọc chân sau / chân trước
• grow quickly in size/ double in size: phát triển nhanh chóng về kích thước / kích thước gấp đôi
• shed their old skin/ shed their outer layer: thay da cũ / thay lớp ngoài của chúng
• moult several times: thay lông vài lần
• breathe underwater: hít thở dưới nước
• make mass migration across long distances: thực hiện di cư hàng loạt với khoảng cách dài
• the cycle repeats itself/ starts again: chu kỳ lặp lại/ bắt đầu lại
• the life cycle takes/lasts …. days/weeks/…: vòng đời kéo dài …. ngày / tuần / …
• after …days/weeks of development: sau … ngày / tuần phát triển
• normally live for … to … weeks/months/years: thường sống từ … đến … tuần / tháng / năm
• over the course of … days/weeks: trong bao nhiêu ngày / tuần
• to be covered with …: được che phủ, bao phủ bởi …
• build their nests in trees/on the ground: xây dựng tổ của chúng trên cây / trên mặt đất
• under optimal conditions: trong điều kiện tối ưu
• in adverse circumstances: trong các trường hợp bất lợi
180
Phần ví dụ
• Overall, there are eight stages in the life cycle of the salmon, starting with eggs and
continuing until they become fully-grown adults.
Nhìn chung, có tám giai đoạn trong vòng đời của cá hồi, bắt đầu từ trứng và tiếp tục cho
đến khi chúng trở thành các con cá trưởng thành.
• At the first stage of the life cycle, the female salmon chooses the best spot in rivers
and lays a massive number of eggs, which are then incubated before developing into
tiny fish.
Ở giai đoạn đầu tiên của vòng đời, cá hồi cái chọn vị trí tốt nhất trên sông và đẻ một số
lượng lớn trứng, sau đó trứng được ấp trước khi phát triển thành cá nhỏ.
• In the next stage, the fish grow quickly in size and move downstream to freshwater
areas.
Trong giai đoạn tiếp theo, cá phát triển nhanh chóng về kích thước và di chuyển xuống hạ
lưu đến vùng nước ngọt.
• At the following stage of the life cycle, the young fish become much bigger and begin
their journey to the ocean where they develop into mature adult salmon.
Ở giai đoạn tiếp theo của vòng đời, cá con trở nên to lớn hơn nhiều và bắt đầu hành trình
ra đại dương nơi chúng phát triển thành những con cá trưởng thành.
181
Bắt đầu process:
• +To begin with,
• +First of all,
• +In the first step,
• +The first step in the process is
• +The first stage in the process is
• +At the first stage of ....
At the first stage of the paper-recycling process, recycled
paper is collected
182
• Các steps tiếp theo:
+Following that / followed by / At the following stage
• Ví dụ:
• 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
• +The second stage is that…
+In the next/ subsequent step,
• +…… followed by…../ after that...
Some water is added and the mixture is soaked for an hour.
After that, the mixture is beaten for about 45 seconds until a
pulp is formed
183
• Các steps diễn ra cùng lúc:
• + While
• Ví dụ: While the mixture of sand and soda is being heated, some
other chemicals are added to create various colours
• + At the same time,
• Ví dụ: The mixture of sand and soda is heated. At the same time,
some other chemicals are added to create various colours
• + Simultaneously,
• + During
• During its entire life cycle, salmon have lived in both
freshwater and saltwater
184
• Kết thúc process:
• +Finally,
• +The last/ final process / step is that…
• + The process finishes with ...
• + The process concludes with ...
185
• S + tobe + V-ed (bị động)
• Ví dụ: At the beginning of the process, clay is dug from the ground.
• Being + V-ed (mệnh đề quan hệ rút gọn với thể bị động)

• Ví dụ: After being washed, the tomatoes are moved to the grilling stage.
• V-ing (khi nói đến thao tác): chú ý đây là câu rút gọn khi 2 chủ ngữ giống
nhau
• Ví dụ: After that, the ground, frozen liquid is dried in a vacuum so that the
water evaporates, leaving the coffee granules
186
Manufacturing process:
• The diagrams below show the stages and equipment used in the
cement- making process, and show how cement is used to produce
concrete for building purposes.
187
188
• The given diagrams illustrate the production of cement, and how to use cement to
make concrete.
• It is clear that there are five main 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 power. This power 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.
• Moving to the production of concrete, the first step is combining different materials –
water, sand and small stones in the proportions of 10%, 25% and 50% respectively.
This mixture is next put into a concrete mixer in order to become final concrete which
can be used for building purposes.
189
Natural process:
The diagram shows the life cycle of the honey bee
190
• 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 molting 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 molting stage, and in the space of only 4 days it reaches full
maturity.
191
192
193
194
195
196
Bản đồ (Map)
Giống với dạng Process, dạng Map cũng được thể hiện dưới dạng hình
ảnh. Đề bài sẽ yêu cầu thí sinh mô tả về những thay đổi trong hình vẽ,
thường là một địa điểm cụ thể (một ngôi làng hoặc khu dân cư,…),
hoặc bố cục sắp xếp của một tòa nhà,… Những thay đổi này sẽ biểu thị
qua khoảng thời gian nhưng trong đề thi thường chỉ có tối đa 3 giai
đoạn, tương đương với số hình ảnh đề cho.
197
Biểu đồ kết hợp (Mixed Charts)
• Biểu đồ kết hợp thực ra chỉ là một biểu đồ lớn gồm 2 trong 4 loại biểu
đồ được đề cập ở trên. Thông thường biểu đồ thứ 2 thường đi sâu
hơn về 1 khía cạnh thông tin nào đó ở biểu đồ thứ 1. Vì vậy người học
phải trình bày được mối quan hệ giữa 2 biểu đồ. Các Mixed Charts
thường gặp trong bài thi viết IELTS task 1 là biểu đồ cột – biểu đồ
tròn, biểu đồ cột – bảng.
198
ESSAY
199
Tiêu chí chấm điểm của ielts writing task
2
• Task Response:Bạn phải trả lời được cụ thể và chính xác câu hỏi được đưa ra
trong đề. Các luận điểm phải hợp lý và được phân tích một cách rõ ràng;
• Coherence and Cohesion:Bài viết của bạn phải có sự gắn kết: Bạn phải biết
cách sắp xếp toàn bộ lập luận và nội dung của một bài luận theo trật tự logic
nhất định. Ngoài ra, câu trả lời của bạn còn phải dễ hiểu;
• Lexical Resource:Không chỉ biết cách dùng từ đúng, bạn cần có sự phong
phú, tự nhiên cũng như thể hiện được tính linh hoạt trong việc lựa chọn từ
ngữ của người viết;
• Grammatical Range and Accuracy: Khả năng sử dụng các cấu trúc câu đơn,
câu ghép, câu phức thành thạo và chính xác cũng là yêu cầu của bài viết.
200
Note
• Số từ tối thiểu bạn cần phải viết cho phần IELTS Writing Task 2 là 250
từ. Ngoài ra, bạn không bị giới hạn số từ tối đa có thể viết. ** **
• Điểm cho phần thi Task 2 sẽ chiếm ⅔ điểm tổng IELTS Writing của bạn.
• Không giới hạn số chữ tối đa, thời gian làm bài Task 2 của bạn cũng không
có giới hạn, tùy thuộc vào thời gian bạn viết Task 1. Tuy nhiên, để có thể
làm bài hiệu quả và đáp ứng tất các yêu cầu và tiêu chí chấm thi. Cạc bạn
nên dành ra 40 phút cho phần này. Trong đó:
• Lập kế hoạch viết bài - outline: 5 phút;
• Viết bài: 30 phút;
• Kiểm tra lại: 5 phút. (ngữ pháp, chính tả, từ lặp, format…)
201
Essay outline (at least 250 words)
1. Introduction (30 words)
2. Body 1 (110 words)
3. Body 2 (110 words)
4. Conclusion (30 words)
202
• NOT ACADEMIC: I love this idea! (Too excited/angry);
• ACADEMIC: This idea has potential;
• NOT ACADEMIC: No one knew what it means.(Too broad);
• ACADEMIC: The majority of people could not define its meaning;
• NOT ACADEMIC: I believe this is the worst decision I have ever made.
(Too certain);
• ACADEMIC: I believe I could have made a more appropriate decision.
203
IELTS Writing Task 2:
1. Opinion (Agree or Disagree)
2. Advantages and Disadvantages
3. Problem and Solution
4. Discussion (Discuss both views)
5. Two-part Question
204
Type 1: Opinion (Agree or Disagree) Nêu quan điểm của bản thân về một vấn đề:
• Yêu cầu đề bài là các dạng câu hỏi sau

• To what extend do you agree or disagree?
• What is your opinion on this?
• What is your opinion?
• Do you agree or disagree?
205
206
• Introduction: Introduce the topic. Personally, I completely
disagree/agree with this view.
• Body paragraph 1: For a variety of reasons,__________. Firstly,
secondly, for example, finally
• Body paragraph 2: Apart from the practical concerns expressed
above, I also believe that______.
• Conclusion: In conclusion, I believe that_____________.
207
• Dạng OPINION ESSAY có 3 cách viết
• Cách 1 : totally agree
• Cách 2: totally disagree
• Cách 3: vừa đồng ý, vừa không đồng ý
Cách 3 dùng cho những quan điểm 50 đúng 50 sai
208
• Governments should not have to provide care or financial support
for elderly people because it is the responsibility of each person to
prepare for retirement and support him or herself.
• To what extent do you agree or disagree with this opinion.
209
• After leaving school or university, young people should choose a job
or career that they love, rather than one that pays the best salary.
• To what extent do you agree with this statement?
210
• We cannot help everyone in the world that needs help, so we should
only be concerned with our own communities and countries. To what
extent do you agree or disagree with this statement?
211
• Some people believe that we should not help people in other countries as long as there are
problems in our own society. I disagree with this view because I believe that we should try to
help as many people as possible.
• On the one hand, I accept that it is important to help our neighbours and fellow citizens. In
most communities there are people who are impoverished or disadvantaged in some way. It
is possible to find homeless people, for example, in even the wealthiest of cities, and for
those who are concerned about this problem, there are usually opportunities to volunteer
time or give money to support these people. In the UK, people can help in a variety of ways,
from donating clothing to serving free food in a soup kitchen. As the problems are on our
doorstep, and there are obvious ways to help, I can understand why some people feel that
we should prioritise local charity.
• At the same time, I believe that we have an obligation to help those who live beyond our
national borders. In some countries the problems that people face are much more serious
than those in our own communities, and it is often even easier to help. For example, when
children are dying from curable diseases in African countries, governments and individuals in
richer countries can save lives simply by paying for vaccines that already exist. A small
donation to an international charity might have a much greater impact than helping in our
local area.
• In conclusion, it is true that we cannot help everyone, but in my opinion national boundaries
should not stop us from helping those who are in need.
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• Universities should accept equal numbers of male and female
students in every subject. To what extent do you agree or disagree?
213
• In my opinion, men and women should have the same educational opportunities.
However, I do not agree with the idea of accepting equal proportions of each gender in
every university subject.
• Having the same number of men and women on all degree courses is simply unrealistic.
Student numbers on any course depend on the applications that the institution receives.
If a university decided to fill courses with equal numbers of males and females, it would
need enough applicants of each gender. In reality, many courses are more popular with
one gender than the other, and it would not be practical to aim for equal proportions.
For example, nursing courses tend to attract more female applicants, and it would be
difficult to fill these courses if fifty per cent of the places needed to go to males.
• Apart from the practical concerns expressed above, I also believe that it would be unfair
to base admission to university courses on gender. Universities should continue to select
the best candidates for each course according to their qualifications. In this way, both
men and women have the same opportunities, and applicants know that they will be
successful if they work hard to achieve good grades at school. If a female student is the
best candidate for a place on a course, it is surely wrong to reject her in favour of a male
student with lower grades or fewer qualifications.
• In conclusion, the selection of university students should be based on merit, and it
would be both impractical and unfair to change to a selection procedure based on
gender. 214
• The older generations tend to have very traditional ideas about how
people should live, think and behave. However, some people believe
that these ideas are not helpful in preparing younger generations for
modern life. To what extent do you agree or disagree with this view?
male chauvinism: trọng nam khinh nữ
with ages come wisdom: gừng càng già càng cay
215
• Some people think that the government should take care of
disadvantaged people such as the unemployed and homeless
people. Do you agree or disagree?
• Do you agree or disagree with the following statement? Protecting
the Environment is the responsibility of the government. Use
specific reasons and examples to support your opinion.
• Some people believe that watching television is bad for children.
Other people believe that watching television is educational for
children. Which opinion do you agree with and why? Give specific
details and examples in your answer.
216
• Some people believe that violence on television and in computer
games has a damaging effect on the society. Others deny that these
factors have any significant influence on people's behaviour. What is
your opinion?
• Write at least 250 words
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218
Advantages and Disadvantages
• Yêu cầu đề bài là các dạng câu hỏi sau
• Discuss both advantages and disadvantages of this issue?
• Do the advantages outweigh its disadvantages?
• Discuss the advantages and disadvantages of the statement and give
your own opinion?
219
Phân loại dạng bài Advantages &
Disadvantage
• Dạng 1: What are the advantages and disadvantages of this trend?
• Thì trong dạng này, bạn không được sử dụng các từ nêu lên quan
điểm cá nhân của mình, cũng không được khẳng định vấn đề là tốt
hay xấu bởi vì đề không yêu cầu
• Ví dụ: Thanks to the increase of technology, people today have
greater amount of free time.What are the advantages and
disadvantages of the conveniences created by modern technology?
220
Dạng 2: Do the advantages outweigh the disadvantages? or Do
the benefits outweigh the drawbacks?
• Giống với dạng bài trên, với thân bài thì dạng bài này người viết vẫn viết 2 đoạn về
2 mặt của vấn đề. Nhưng điểm khác nhau của 2 dạng là với dạng bài này, người
viết phải nêu rõ quan điểm của bản thân, đánh giá vấn đề, cái nào tốt hơn cái
nào (advantage quan trọng hơn disadvantage hay ngược lại)
• Ví dụ 1:
• It is becoming increasingly popular to have a year off between finishing school and
going to university. Do the advantages of having a year off outweigh the
disadvantages?
• Ví dụ 2:
• Social media, such as Facebook, Twitter, are replacing face-to-face contact in this
century. Do you think the advantages of this way outweigh the disadvantages?
221
Dạng 3: Is this a positive or negative
development/ trend?
• Đây là dạng bài phổ biến nhất. Với dạng bài này người viết sẽ đưa ra
quan điểm cá nhân nhận xét về vấn đề, vấn đề này Positive hay
Negative hay cả vừa có Positive và Negative đều được
• Thì tùy vào quyết định lúc ban đầu của người viết, dẫn đến thân bài sẽ
có sự khác nhau.
- Nếu Positive thì 2 đoạn sẽ viết về advantages hoặc benefits của vấn đề
được nêu ra.
• - Nếu Negative thì sẽ viết về disadvantages hoặc drawbacks của vấn đề
được nêu ra.
• - Nếu vừa positive, vừa negative, thì một đoạn viết về advantages và
đoạn kia viết về disadvantages.
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Paraphrase
Advantage Disadvantage
benefit(s) (noun, đếm được) drawback(s) (noun, đếm được)
strength(s) (noun, đếm được) weakness(es) (noun, đếm được)
positive aspect(s) (noun, đếm được) negative aspect(s) (noun, đếm được)
plus point(s) (noun, đếm được) minus point(s) (noun, đếm được)
upside (noun, không đếm được) downside (noun, không đếm được)
224
• The pros and cons (cụm danh từ): mang ý chỉ cả mặt tích cực lẫn tiêu
cực. Pro = benefit và Con = drawback, nhưng nên dùng theo nguyên
cụm 'the pros and cons' chứ không nên tách lẻ ra.
225
Introduction
• Nowadays,…
• In these days,…
• There is an irrefutable fact that…
• Thesis statement: không được đưa ra ý kiến cá nhân, xét cả 2 mặt
tốt và xấu của vấn đề được nêu ra.
• It is also believed that ...... has its/ their own advantages and
disadvantages
226
Body 1: Viết về Advantage
• Cấu trúc câu thường dùng:
• On the other hand, ....
• The first/main/greatest/important advantage of …. is ….
• The main reason for this is ...
• One/another additional advantage …. is ….
• What makes …important… is …
• One/Another point in favor of …. is...
• The second reason is ....
• This lead to + N
• As a result, ...
• For instance, ..
• For example, ...
227
Body 2: Viết về disadvantage
• Cấu trúc câu thường dùng:
• On the other hand, ...
• The first/main/greatest/ most serious disadvantage of …. is ….
• One/another/an additional disadvantage of …. is ….
• Another negative aspect of …. is ….
• The second disadvantage is ...
• This lead to + N
• As a result, ...
• For instance, ..
• For example, ...
228
Conclusion: Tóm tắt lại ý của bài viết,
thông thường sẽ viết 1-2 câu
Lưu ý :
1. Không viết y mở bài
2. không đưa ý mời vào kết bài
3. Nếu là dạng có nêu YOUR OPINION (OUT WEIGHT) nhớ phải khẳng
định lại quan điểm của bạn cái nào hơn cái nào
Ex 1: In conclusion, despite the advantage that N/V_ing can bring, it still
does more harm than good
Ex 2; In conclusion, while ... can be beneficial, it also has several
drawbacks.
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• ADVANTAGE:
• DISADVANTAGE:
• Synonyms thay thế cho từ
advantage: benefit, merit, positive • Synonyms thay thế cho từ
aspect, strong point disadvantage: drawbacks,
• Structures weakness, handicap, weak point,
• The main advantage/disadvantage negative aspect.
of ...... is ...... • Structures:
• Another reason is that it would • The main/most/serious
benefit/handicap....... disadvantage of ... is ...
• One/another additional advantage
…. is ..…. • Another negative aspect of ....
would be ....
• What makes ….. important ..… is …...
• One/Another point in favor of …...
• One/another/an additional
is ..… disadvantage of …. is ….
230
Chuyển đoạn
• Despite these attractions, however, some drawbacks do exist…
• Although … has many advantages, there still exist some noteworthy
disadvantages.
• However, … is not completely beneficial; there are some negative
aspects that should be taken into consideration.
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IELTS Writing Task 2: studying abroad
More and more students are choosing to study at colleges and universities in a
foreign country. Do the benefits of studying abroad outweigh the drawbacks?
• Benefits of studying abroad: • Drawbacks of studying abroad:

• Many students travel abroad to study at a • Living away from home can be
prestigious university. challenging.
• The best universities employ lecturers who • Students have problems with paperwork
are experts in their fields. such as visa applications.
• Qualifications gained abroad can open • The language barrier can cause
doors to better job opportunities. difficulties.
• Living in a foreign country can broaden • Students have to find accommodation
students' horizons. and pay bills.
• Overseas students are exposed to different • Many students feel homesick and miss
cultures and customs. their families.
• They can immerse themselves in a • Some students experience culture shock.
language.
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233
1. In some countries, online shopping is replacing shopping in stores.
Do you think it is a positive or negative development?
2. write an essay about advantages and disadvantages of living in a

nuclear family
234
235
• What are the advantages and disadvantages of social media?
• https://www.techmaish.com/advantages-and-disadvantages-of-social-
media-for-society/
236
• Introduction
• Today social networking has become an essential part of life for millions of
people. The most popular social networking sites are Facebook, Twitter,
MySpace and other platforms. Social networking is a very popular method of
communication not only among young people, but also among adults. Social
network platforms are important for social interaction and for business.
However, social networking has both advantages and disadvantages.
• The advantages of social networking are obvious. Social networks provide an
opportunity for social interaction, which plays a crucial role in business. People
can improve work connections, establishing “relationships with other
companies or partners” (Carey, 2013, para.1). Due to mobility of social
networking, people have a chance to stay in touch everywhere. Besides, social
networking helps people to share their ideas and get feedback immediately.
Social networking marketing guarantees success and profitability for businesses
through effective advertising campaigns, which “promote products and services
via the social network platforms”(Bolotaeva, & Cata, 2011, p.1).
237
• At the same time, there are some negative aspects of social networking. Social
networking can be viewed as “a big waste of time” (Eric J. 2010, para.4). In most
cases, social networking involves not only business, social and professional
connections, but also entertainment activities, such as games and chats. In addition,
social networking creates risks of fraud, no privacy concern, and even leads to the
increased cybercrime percentage. When people frequently use social networking
sites, they are exposed to harassment or inappropriate content.
• In general, social networking has more advantages than disadvantages. Today social
networking is “rapidly expanding” as the number of people visiting social
networking sites is constantly increasing . Social networks allow the Internet users
to communicate effectively, share information and knowledge, discuss various
issues, review, rate, sell and buy products and services and be involved in
entertainment activities.
238
• A lot of places in the world rely on tourism as a main source of
income. Unfortunately, tourism can also be a source of problems if it
is not managed correctly.
• Describe the advantages and disadvantages of tourism in the modern
world. Do you think that benefits of tourism outweight its drawbacks?
239
• Advantages of tourism:
• boost in country’s economy due to increased spending
• new job opening for local people
• opportunities to discover new places for individual travelers
• Disadvantages of tourism:
• destruction of popular tourist destinations by large numbers of
tourists
• development of illegal economic activities
• local people can experience loss of privacy
240
Problem and Solution
• Đề bài nêu ra một vấn đề, yêu cầu phân tích nguyên nhân và sự tác
động của nó.
• Ví dụ:
• Global warming is one of the biggest threats humans face in the 21st
Century and sea levels are continuing to rise at alarming rates.
• What problems are associated with this and what are some possible
solutions.
241
• Dạng đề được coi là dễ nhất trong IELTS Writing Task 2. Đề đưa ra 1
hiện tượng nào đó, yêu cầu tìm ra những nguyên nhân gây ra hiện
tượng đó và những tác động của nó và những giải pháp cho hiện
tượng đó. Trong đề thi IELTS, các đề thi chỉ đề cập các loại như Causes
& Effects, hoặc Causes & Solutions, hoặc Problems & Solutions. Dạng
câu hỏi thường gặp:
• – What are the causes…?
• – What are the effects…?
• – Suggest some solutions/measures/steps…
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Reasons
• There are several reasons why S + V (problem)
• There are several reasons for something (problem)
Ex
• There are several reasons why the air is severly polluted in many big
cities.
• There are several reasons for air pollution in many big cities.
244
Factors
• Several factors are to blame for something (problem)
• There are a number of factors leading to something (problem)
Ex
• Several factors are to blame for air pollution in many big cities.
• There are several factors leading to air pollution in many big cities.
245
Contributors
• There are several leading contributors to something (problem)
• There are a number of leading contributors to air pollution in many
big cities.
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247
248
249
250
251
Sample writing
• In the developed world, average life expectancy is increasing. What
problems will this cause for individuals and society? Suggest some
measures that could be taken to reduce the impact of ageing
populations.
252
• 1. Cách viết phần introduction
• Introduce the topic: Dựa vào câu của đề bài và paraphrase lại câu đó.
• Câu của đề bài là: In the developed world, average life expectancy is increasing
• Bạn có thể thay thế một số từ và cụm từ trong phần mở bài bằng các từ và cụm từ đồng nghĩa
như sau:
• In the developed world = in industrialised nations
• Average life expectancy is increasing = live longer
• It is true that people in industrialised nations can expect to live longer than ever before
• Give your answer to the question
• Đề bài hỏi về problems cũng như solution cho vấn đề trên, do đó bạn cần đề cập trước rằng ở
thân bài bạn sẽ giải quyết Problems và Solutions.
• Although there will undoubtedly be some negative consequences of this trend, societies can take
steps to mitigate these potential problems.
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254
• Khai triển ý
• Khi đã nắm được yêu cầu của đề bài, chúng ta cần lập dàn ý để viết
bài. Để có ý thật tốt đưa vào bài viết, các bạn cần phải trả lời những
câu hỏi sau:
• What the problems are? - Vấn đề là gì?
• How you will explain them? - Giải thích cụ thể về vấn đề?
• What the effects are? - Tác động của vấn đề là gì?
255
256
257
• Global warming is one of the biggest threats humans face in the 21st
Century and sea levels are continuing to rise at alarming rates.
• What problems are associated with this and what are some possible
solutions.
258
• 1. Nowadays, more and more people decide to have children later
in their life. What are the causes? What are the effects on society
and family life?
• 2. In the developed world, average life expectancy is increasing.

What problems will this cause for individuals and society? Suggest
some measures that could be taken to reduce the impact of ageing
populations.
259
• Topic 1: Overpopulation of urban areas has led to numerous
problems. Identify one or two serious ones and suggest ways
that governments and individuals can tackle these problems.
• Topic 2: Nowadays many people have access to computers on
a wide basis and a large number of children play computer
games. What are the negative impacts of playing computer
games and what can be done to minimize the bad effects?
• Topic 3: The internet has transformed the way information is
shared and consumed, but it has also created problems that
did not exist before. What are the most serious problems
associated with the internet and what solutions can you
suggest?
260
• Today more people are overweight than ever before.What in your
opinion are the primary causes of this?
• What are the main effects of this epidemic?
261
262
• Some students work while studying. This often results in lacking
time for education and constantly feeling under pressure.
• What do you think are the causes of this?
• What solutions can you suggest?
• Write at least 250 words
263
• The gap between the rich and the poor is becoming wider; the rich a
re becoming richer, and the poor are getting even poorer. What prob
lems can the situation cause? What can be done to reduce this gap?
264
Childhood obesity is becoming a serious problem in many countries. Explain the
main causes and effects of this problem, and suggest some possible solutions.
• Causes
• To be genetic factors
• Lack of physical activity.
• Unhealthy eating patterns/ habits: eating fast food/ drinking high-calorie beverages…)
• Many children spend a lot of time being active: watching television/ playing computers and video games.
• Effects
• Physical health problems : high cholesterol, high blood pressure, early heart disease, diabetes,….
• Loss of productivity
• Depression and mental disorders.
• Solutions
• Parents/ schools/ government are responsibility to…
• Provide children healthy food/ control what they eat/ limite junk food advertising,…
• Limit the time they spend playing computers and video games/ encourage them to take regular exercise.
265
Discussion (Discuss both view)
• Discuss both sides
• Discuss these two views and give your opinion
• Cách làm: Nêu thêm ý kiến cá nhân nếu có “give your opinion”, nếu
không có thì tuyệt đối chỉ nêu ý kiến khách quan.
266
267
268
269
270
• Các yếu tố cần nắm khi phân tích đề bài Discuss both views
• Khi đọc một đề bài dạng Discussion both views trong IELTS Writing Task 2,
người học cần lưu ý ba yếu tố chính như sau:
1. Chủ đề của đề bài
2. Hai mặt liên quan đến chủ đề cần thảo luận
3. Phần câu hỏi
• Một số đề bài được đưa ra như sau:
• Ví dụ 1: Some people argue job satisfaction is more important than job
security. Others believe a permanent job is more important. Discuss both
views and give your own opinion. (Đề thi IELTS Writing ngày 18/01/2020)
• Ví dụ 2: Some people think that mental strength is the most important
factor for success in sports. However, some others believe that it is more
important to have strong and fit people. Discuss both views and give your
opinions. (Đề thi IELTS Writing ngày 18/01/2020)
271
• Paraphrase đề bài
• Phần 1: People have different views about whether S +V. (Con người có
những quan điểm khác nhau về …)
• Ví dụ:
• People have different views about whether watching TV or reading books is
more beneficial for children.
• Thesis statement – Nêu rõ ý kiến, quan điểm của bản thân nghiêng về mặt
nào (mặt thứ nhất hay thứ hai) của chủ đề
• Phần 2: Although it can be argued that + [Quan điểm người viết không ủng
hộ], I believe that + [Quan điểm người viết ủng hộ]. (Mặc dù quan điểm A có
thể hợp lý, tôi đồng tình với quan điểm B)
• Ví dụ:
• Although it can be argued that watching TV can bring certain benefits, I
believe that reading books would be better for children.
272
• Thân bài 1: Lập luận chứng minh cho • Thân bài 2: Lập luận chứng minh cho
quan điểm thứ nhất (quan điểm A) quan điểm thứ hai (quan điểm B)
• Câu mở đoạn • Câu mở đoạn
• On the one hand, it is argued by • On the other hand, I would side with
some that S + V. (Một mặt, có một those who believe that S + V. (Mặt
vài lý do vì sao quan điểm A là hợp lí) khác, tôi đồng tình với những người
• Ví dụ: chọn quan điểm còn lại)
• On the one hand, it is argued by • Ví dụ: On the other hand, I would
some that watching TV is more side with those who believe that
beneficial for children. reading books will bring more
benefits to children.
• Nêu ý chính thứ nhất: Firstly, [Phân
• Nêu ý chính thứ nhất: To begin with,
tích ý 1]
[Phân tích ý 1]
• Nêu ý chính thứ hai: Secondly, [Phân
• Nêu ý chính thứ hai: Furthermore,
tích ý 2]
[Phân tích ý 2]
273
• Đoạn kết bài: Kết luận và khẳng định lại quan điểm của bản thân
• In conclusion, while S + V, I completely agree with those who believe
that S + V. (Tóm lại, trong khi [Quan điểm A] có thể hợp lý, tôi hoàn
toàn đồng tình với những người ủng hộ [Quan điểm B])
• Ví dụ: In conclusion, while watching TV offers certain benefits, I
completely agree with those who believe that reading books is a
better choice.
274
Some people believe that robots will play an important role in future societies, while others argue
that robots might have negative effects on society.
Discuss both views and give your opinion.
First view (Positive effects):

● do manual jobs quickly e.g. factory,packing
● cheap labour, more productive, no breaks (jobs that are boring, difficult forpeople)
● create free, extra time for people to spend doing what they want
● make life easier, improve our quality oflife
Second view (Negative effects):

● become dependent on robots, we will lose skills e.g. cooking
● less human interaction, lazy, healthproblems
● unemployment will rise, people will be replaced bymachines
e.g. self-service, check-outs in supermarkets e.g. factory robots=fewer workers
● can lead to bigger problems e.g. poverty, crime,etc.
275
Some people think that in the modern world we have become more dependent
on each other, while others think that people are now more independent.
Discuss both views and give your own opinion.
First view (we have become more dependent):

● Life is more difficult and expensive, and we are less self- sufficient
● Young people rely on their parents forlonger
● Unemployed people receive statebenefits
● Our jobs are much more specialised, and we need to work in teams
Second view (we are more independent):

● We rely on machines more than we depend on eachother
● The Internet allows us to solve problems without needinghelp
● Families are more dispersed, and therefore provide less support
● Education gives us the freedom to make our own choices
276
1. Some people think personal happiness is closely related to economic
success, while others believe that it depends on other factors.
2. A growing number of people feel that animals should not be
exploited by people and that they should have the same rights as
humans, while others argue that humans must employ animals to
satisfy their various needs, including uses for food and research.
Discuss both sides of the argument and then give your opinion.
3. Some people think that the best way to reduce crime is to give
longer prison sentences. Others, however, believe there are better
alternative ways of reducing crime.
277
• Some people claim that immigrants should adopt the local culture
when immigrating to a new country. While others think that they can
establish a minority community instead.
• Discuss both views and give your opinion.
278
Two-part Question
• Đối với dạng bài này, thông thường có hai câu riêng biệt được đưa ra
và hầu hết các câu hỏi thường được bắt đầu bằng Wh-question (từ để
hỏi).
• Ví dụ:
• Happiness is considered very important in life.
• Why is it difficult to define? What factors are important in achieving
happiness?
279
• Dạng bài Two-Part Question Essay sẽ đưa ra một vấn đề (background
statement) mang tính chất xã hội hoặc hiện tượng được quan tâm
hiện nay. Sau đó, đề bài sẽ đưa ra hai câu hỏi, câu hỏi thứ nhất
thường hỏi về tại sao vấn đề hoặc thực trạng đó sảy ra. Câu hỏi thứ
hai thường mang ý nghĩa nối tiếp cho câu hỏi thứ nhất với dạng hỏi về
tác động của vấn đề đó gây ra.
• Với dạng đề Two-Part Question này, bạn cần đưa ra câu trả lời chính
xác đối với câu hỏi trong đề bài. Bạn nên phân đều lượng từ phần trả
lời cho cả hai câu hỏi, tránh chỉ thiên trả lời cho chỉ một câu điều đó
sẽ làm bài văn cân đối và được đánh giá tốt.
280
281
282
283
• Tips:
• Opinion được ra ngay phần Intro và nhắc lại ở phần Conclusion
• Thesis statement phải trả lời hai câu hỏi của đề bài.
• Mỗi body paragraph thảo luận một ý chính (main idea).
• Trước khi triển khai bài viết, bạn nên phân tích kỹ đề bài để có thể
hiểu rõ và chính xác ngụ ý (nếu có) rồi mới viết phần trả lời cho hai
câu hỏi ở đề bài.
• Để bài viết có tính khách quan và có tính học thuật các bạn không nên
chỉ dùng ngôi thứ nhất “I” trong cả bài viết của mình điều đó làm cho
người đọc cảm thấy thông tin là một chiều thiếu tính đại chúng. Bạn
hoàn toàn có thể thay bằng các cụm từ như: “It is supposed that”, “It
might be claimed that”.
284
• Đề thi: In some countries, only few young people go to classical music
concerts or play classical music. Why? Should young people be
encouraged to attend and learn more? (Đề thi thật ngày 19/12/2020)
• Đề thi: Some education systems make students focus on certain

subjects at the age of 15, while others require students to study a
wide range of subjects until they leave school. What are the benefits
of each system? Which do you think is a better educational system?
(Đề thi thật ngày 30/05/2020)
285
1. There are many different types of music in the world today. Why do we
need music? Is the traditional music of a country more important than the
international music that is heard everywhere nowadays?
2. Explain some of the ways in which humans are damaging the environment.
What can governments do to address these problems? What can individual
people do?
3. Happiness is considered very important in life. Why is it difficult to define?
What factors are important in achieving happiness?
4. In education and employment, some people work harder than others. Why
do some people work harder? Is it always a good thing to work hard?
5. Some parents buy their children whatever they ask for, and allow their
children to do whatever they want. Is this a good way to raise children?
What consequences could this style of parenting have for children as they
get older?
286
Vocabulary and grammar
Task 2
287
Mở đề (opening)
• It is often said that…/Many people claim that…: Mọi người thường cho rằng…/
Nhiều người cho rằng…..
• In this day and age…/Nowadays…/ These days…: Ngày nay…..
• We live in an age when many of us are…: Chúng ta sống trong thời đại là nhiều
người trong số chúng ta…..
• ….is a hotly-debated topic that often divides opinion: …là chủ đề gây tranh cải
và có nhiều ý kiến trái chiều……
• …is often discussed yet rarely understood: … thì thường được thảo luận nhưng
ít khi được hiểu.
• It goes without saying that….is one of the most important issues facing us
today: Không cần phải nói, …… là một trong những vấn đề quan trọng nhất mà
chúng ta phải đối mặt ngày nay.
• The following essay takes a look at both sides of the argument: Bài luận dưới
đây chỉ ra cả hai mặt của vấn đề 288
Giới thiệu luận điểm (introducing points)
• Firstly, let us take a look at…./ To start with,…: Đầu tiên, chúng ta hãy
nhìn vào …../ Bắt đầu với …..
• First of all, it is worth considering….: Trước hết, đáng xem xét là …..
• Secondly,….Thirdly,….: Thứ hai,….. Thứ ba,…..
• Furthermore,…./In addition,…/What is more,…/On top of that,….: Hơn
nữa, …../Ngoài ra,…./ Hơn nữa là…../ Thêm vào đó….
• Another point worth noting is…/ Another factor to consider is….: Một
điểm nữa đáng để chú ý đó là ……/ Một yếu tố khác cần lưu ý đó là
…….
• Lastly,…/Finally,…./ Last but not least…: Cuối cùng,…../Cuối cùng……/
Cuối cùng nhưng không kém quan trọng……
289
Trình bày ý tưởng (presenting ideas) và
Đưa ví dụ (giving examples)
• When it comes to + noun/gerund …: Khi nói đến + danh từ/ động từ
thêm – ing
• In terms of noun/gerund …: Về + danh từ/ động từ thêm – ing
• With respect to noun/gerund…: Đối với + danh từ/ động từ thêm –
ing
• Not only….but also…..: Không những….. mà còn….
• According to experts,….: Theo như các chuyên gia,……
• Research has found that…..: Nghiên cứu đã tìm ra rằng …..
• There are those who argue that….: Nhiều người cho rằng …..
• For instance …. / For example…../such as : ví dụ…./ ví dụ…./ như là…..
290
Chỉ ra kết quả (expressing result & reason)
• As a result, …./As a result of….: Kết quả là …….
• ….has led to…/ …has resulted in …. :…. đã dẫn đến….
• Consequently, …./ Therefore,….: Do đó, …. / Vì vậy, …..
• On account of …/ Due to….: Do……/ Bởi vì, …..
• One reason behind this is….: Lý do đằng sau điều này là…….
291
Thể hiện sự đối lập (contrasting)
• Although/ Even though subject + verb,….: Mặc dù + Chủ từ + Động từ
……
• Despite/ In spite of + noun/gerund,….: Mặc dù/ Bất chấp + Danh từ/
động từ thêm – ing
• Despite the fact that subject + verb,….: Mặc dù thực tế là + Chủ từ +
Động từ ……
• On the one hand….. on the other hand….: Một mặt….. mặt khác…..
• However, …./ Nevertheless,…./ Even so …. : Tuy nhiên,…./Tuy nhiên,
…./ Dù sao đi nữa,….
292
Nêu quan điểm (opinion)
• As far as I’m concerned, …..: Theo những gì tôi quan tâm,…..
• From my point of view,…. : Theo quan điểm của tôi,……
• In my opinion, ….: Theo ý kiến của tôi,….
• Personally speaking,….: Theo ý kiến cá nhân,….
• My own view on the matter is …..: Trên quan điểm cá nhân của tôi thì,
……
293
Kết bài (concluding)
• To sum up, …./ In conclusion, …… : Tóm lại,…./ Kết luận,….

• All things considered, …….: Cân nhắc mọi vấn đề,….
• Taking everything into consideration, …..: Xem xét mọi vấn đề,…..
• Weighing up both sides of the argument,….: Cân nhắc hai mặt của vấn
đề, …….
• The advantages of …. outweigh the disadvantages…..: Những lợi ích
của….vượt hơn những bất lợi…..
294

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IELTS WRITING

• a) Cấu trúc với because of/owing to/due to:

1. Có lỗi chính tả hoặc ngắt câu không nhỉ?

diagram / table / shows / represents /

Summarise the information by selecting and reporting the main

?) However, this gradually increased throughout the period.

?) The amount of meat consumed weekly started at about 100 grams.

?) By 2010 it was at the same level as the consumption of salt.

?) In contrast, there was a consistent drop in salt consumption.

• Chú ý đến những điểm như sau:

• Khi gặp dạng bài này, chúng ta có 2 cách để phân tích:

• but, yet (nhưng)

• and so (và vì thế)

• in fact (thực tế là)

above (phía trên)

• in other words (nói cách khác)

• Nearly • Just under

Summaries the information by selecting and reporting the main

Summarise the information by selecting and reporting the main

• Write at least 150 words.

•When choosing a job, the salary is the

• The number of older people is increasing.

» Write at least 150 words.

1) What is the subject of the table?

• Being + V-ed (mệnh đề quan hệ rút gọn với thể bị động)

• Yêu cầu đề bài là các dạng câu hỏi sau

benefit(s) (noun, đếm được) drawback(s) (noun, đếm được)

strength(s) (noun, đếm được) weakness(es) (noun, đếm được)

• Benefits of studying abroad: • Drawbacks of studying abroad:

2. write an essay about advantages and disadvantages of living in a

• 2. In the developed world, average life expectancy is increasing.

First view (Positive effects):

Second view (Negative effects):

First view (we have become more dependent):

Second view (we are more independent):

• Đề thi: Some education systems make students focus on certain

• To sum up, …./ In conclusion, …… : Tóm lại,…./ Kết luận,….

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