Writing task 1

Tổng hợp
 TASK 1
Thông tin chung
Useful language
 Essay structure
STRUCTURE
Cấu trúc bài essay
INTRODUC
• Paraphrase the topic. (1 sentence)
TION

OVERVIEW • Find out 2 general features (2 sentences)

• Describe the figures, data and trend of the

BODY 1
diagram through comparisons. (2-4 sentences)

BODY 2 • Similar to “Body 1”.

Introduction
Practice: Write the introduction for the
following prompts
Practice: Write the introduction for the
following prompts
Practice: Write the introduction for the
following prompts
Practice: Write the introduction for the
following prompts
Practice: Write the introduction for the
following prompts
 How to write the Introduction in TASK 1?
Example: The chart shows the number of commuters travelling each day by car, bus or train in the USA
between 1990 and 2010

Subject Verb WHAT WHERE WHEN

The chart shows the number of commuters travelling in the between 1990
each day by car, bus or train USA and 2010.

The chart illustrates how many people commuted daily by in the over a period of
three different means of transport USA 20 years.

compares figures for daily commuters by three in the from 1990 to

different means of transport USA 2010.
 TIPS to paraphrase the part
“VERB”:

Show Demonstrate Compare Illustrate

Example: The chart shows the number of commuters travelling each day by car, bus or train in the USA
between 1990 and 2010
 TIPS to paraphrase the part “WHAT”:
Structures Examples
The number of + countable noun The chart shows the number of young men
(plural) and women playing soccer
= how many + countable noun = The chart illustrates how many young
(plural) + verb males and females played soccer
The amount of + uncountable noun The chart illustrates the amount of electricity
= how much + uncountable noun + produced from five sources.
verb = The chart shows how much electricity was
produced from five sources
Example: The chart shows the number of commuters travelling each day by car, bus or train in the USA
between 1990 and 2010
 TIPS to paraphrase the part “WHAT”:

Structures Examples
The percentage of + noun (countable or The chart shows the percentage of young
uncountable) men and women playing soccer
= the proportion of + noun (countable or = The chart shows the proportion of
uncountable) young males and females who played
soccer

Example: The chart shows the number of commuters travelling each day by car, bus or train in the USA
between 1990 and 2010
 TIPS to paraphrase the part “WHAT”:
Structures Examples
The figure/ figures for + noun (countable The chart shows the number of young men and
or uncountable) women playing soccer
= The chart shows the figures for young males and
females who played soccer (playing soccer)
The chart shows the amount of electricity produced
from five sources
= The chart shows the figure for electricity
production/produced from five different sources

Example: The chart shows the number of commuters travelling each day by car, bus or train in the USA
between 1990 and 2010
 TIPS for paraphrase the part “WHERE”:
in three countries
in the UK, France and Spain (i.e. name the countries)
in three different countries
in three countries namely the UK, France and Spain

Example: The chart shows the number of commuters travelling each day by car, bus or train in the USA
between 1990 and 2010
 TIPS for paraphrase the part “WHEN”:

from 1990 to 2000

between 1990 and 2000
over a period of 10 years (+ starting in 1990)
over a 10-year period

Example: The chart shows the number of commuters travelling each day by car, bus or train in the USA
between 1990 and 2010
Overview
 Useful Templates
OVERVIEW
1. Write in 2 sentences – 2 main or general features of the graph.

2. Find out the overall trend of all the lines throughout the years (increase,
decrease) or different trends by grouping lines that have a similar trend.

3. Find out the most noticeable lines (the highest, lowest figures or/and
most dramatic change over the period)

4. DO NOT put any specific numbers.

 OVERVIEW
Useful Phrases

Overall, it can be seen while …., the opposite (be) true for….
that
….. while the opposite (be) true for…

…. account for the largest/highest proportion

Also, …. (be) the most popular ….
it is notable that … (see/experience/witness) the biggest
change/difference

over the period shown/ during the period shown/ for most of the
period.
Practice: Write the overview for the
following prompts
Practice: Write the overview for the
following prompts
Practice: Write the overview for the
following prompts
Practice: Write the overview for the
following prompts
Practice: Write the overview for the
following prompts
Body
Dynamic chart
Practice: Brainstorm & Write sentences
WRITING TASK 1: STATIC CHART
Most graphs in IELTS Writing Task 1 are DYNAMIC, meaning that they show changes over time
(see how to describe dynamic graphs).
STATIC charts compare information referring to the same period of time (there are no changes over
time).
So the language you need is more focused on comparisons.

1.Understanding the chart

2.The language of comparisons
3.How to compare quantities
4.How to be more precise
5.Phrases for comparing and contrasting
6.Not as … as
7.The same as
8.Choosing tenses
9.Paraphrasing the introduction
10.Writing the overview
What are the key features?

A quick glance at the colours of the bars tells us

that:
1.Most (the majority of) countries produced
slightly more than they consumed.
2.Only Germany consumed more than it
produced.
Now look at the graph again and ask yourself
these questions:
1.What was the biggest, the highest or the most?
2.What was the smallest, the lowest, or the least?
3.What stood out? What was different?

1.China and the US consumed and

produced the most (by a significant margin).
2.The other 8 countries produced and used far
less.
3.Only GERMANY used more than it produced.
 Spelling rules for short adjectives

GROUP 1:
•tall – taller – the tallest
•large – larger – the largest
GROUP 2: DOUBLE THE FINAL CONSONANT
When the last 2 letters are vowel + consonant
•big – bigger – the biggest GROUP 4: WORDS ENDING IN ‘Y’
•flat – flatter – the fattest •happy – happier – the happiest
•healthy – healthier – the healthiest
IRREGULAR ADJECTIVES
•good – better – the best
•bad – worse – the worst
•little – less – the least
•far – further – the furthest
Look at the sentences below. When do you use much or many?
•People in Darwin drank twice as much coffee as people in Sydney.
•People in Darwin drank twice as many cups of coffee as people in
Sydney.

Uncountable nouns use ‘much’: twice as much coffee

Countable nouns use ‘many’: twice as many cups
Use other multiples e.g.
•China produced five times as much electricity as Russia.
Use these words to the adjective, adverb or quantity:
•slightly, even, far, a great deal, a lot, significantly,
considerably
•almost, nearly, approximately
•twice, three times as much or as many
Examples:
•The USA produced far more electricity than Russia.
•Russia used slightly less electricity than it produced.
•Russia, Japan and India produced only about a fifth of
China’s output.
 Being approximate
Remember to ’round up’ the numbers so that it’s easier for the reader to follow.
For example, which sentence is easier to process?
1.China produced 5,398 billion kWh of energy, whereas the US produced 4,099.
2.China produced about 5,400 billion kWh of energy, whereas the US produced
just over 4,000.
ANSWER
Hopefully you agree that example #2 is clearer and easier to read.
Your job is to help the reader understand the graph, so by ’rounding’ numbers up or down, you help the
reader understand the data (they are not distracted by the numbers).
Some ways of rounding up are
•around, about, approximately, almost
•just under/over
 Being approximate
Remember to ’round up’ the numbers so that it’s easier for the reader to follow.
For example, which sentence is easier to process?
1.China produced 5,398 billion kWh of energy, whereas the US produced 4,099.
2.China produced about 5,400 billion kWh of energy, whereas the US produced
just over 4,000.
This ‘model answer’ from a popular IELTS website is an example of what NOT to do!
When introducing comparisons and contrasts, use these signals:
• By contrast, (not on the contrary)
• Similarly,
• In a similar way,…
• Likewise,
• A similar/different trend can be seen in (Japan)
• A slightly/totally different pattern can be observed in (Germany).
• This was (very) similar to/different from…
• In contrast to this,…
• In comparison with this,…
• Compared with this,…
 How to express CORRELATION in graphs
Correlation is a connection or relationship between two or more facts.

Meaning:
“The more you sleep, the more you achieve”
“The more you sleep, the better your grades”.
“The more… the more” is a complex and advanced structure, so only use if it you feel
confident.
However, ‘There is/ was a correlation between’ is easy to remember, and it’s especially useful if
there are TWO different sets of information.
In the example below, what is the correlation between age and language-learning?
Answer
•There is a (negative) correlation between age and
language learning.
•There is a correlation between how old you are and how
difficult you find language learning.
•The older you are, the more problems you
have learning the local language.
•The younger you are, the easier you find learning the
local language.
Collocations with correlation:
•There is a clear/close/direct correlation between X and
Y.
•There is a low correlation between X and Y.
•There is little/no correlation between X and Y.
Example
•Research has found a direct correlation between
smoking and cancer.
•There’s little correlation between being slim and being
happy.
Verb form of ‘correlation’
•Age is correlated with difficulty learning languages.
Don’t forget this negative comparison for variety.
•Fresh coffee was not as popular as instant coffee.
•Germany did not produce as much electricity as it used.

Brazil produced (about/ almost exactly) the

same amount of electricity as Japan.
MOST IELTS graphs (both dynamic and static) are set in a
PAST time period, so you only need to use the Simple
Past (there is always a clear time reference on the task).
STATIC graphs are very often in the Simple Present. If there
is no time reference (e.g. 2014), and the question uses the
Simple Present, then use this as your guide to use the
Simple Present in your response.
For example, in the pie chart below, we can see the
question says:
•‘how energy is used’ (Simple Present)
•in an ‘average’ household (no specific time)
Make sure you keep the tense consistent throughout (don’t
mix up Past Simple and Present Simple – choose one and
stick to it).
The chart shows how energy is used in an average Australian household.
[Can you rewrite this introduction?]

The chart gives information about

the average energy consumption of
households in Australia.
No matter what type of graph you’re describing, you always need to re-write the introduction.
Look at the original introduction from the chart about electricity above – how would you rewrite it?

Answer
I changed
the nouns ‘production’ and ‘consumption’ to verbs: ‘the
amount of electricity that was produced and consumed‘
(Passive form)
This is a really useful tip, as many IELTS static charts
refer to consumption and use.
It’s a good idea to change nouns to verbs (and vice versa)
to show flexibility.
Also, if there are more than 3 or 4 countries in the chart,
don’t list them all in the introduction (this does not
demonstrate your English skills, as the words are already
in the question and may not be counted).
Instead, write
•‘in a variety of (countries, cities, locations etc)’
 The use of ‘how much’ and ‘how many’
You could also say:
The bar chart provides details about how much electricity was
produced and used by the top ten global energy users in 2014.
The use of ‘how much’ and ‘how many’ is useful for paraphrasing the introduction. e.g.
The chart shows
•the average age of students = how old students are/were
•the frequency of travelling = how often people travel
•the number of people (countable) = how many people
•the amount of oil (uncountable) = how much oil
Write the overview straight after the introduction. Start the overview with ‘Overall,’.
The overview should sum up one or two very general trends.
For example:

You do not need to include data in the overview (though you can if it’s relevant).
You might want to highlight a key contrast, in order to include a complex sentence.
For example:
The bar chart gives information about how much electricity was
produced and used by the top ten global energy users in
2014. Overall, we can see that most countries generated slightly
more electricity than they needed (= a surplus), with the exception
of Germany. China and the USA were by far the biggest producers
and consumers.
In 2014, China was the world leader in electricity production and
consumption, exceeding 5000 billion kWh for each. The USA
followed, making and using considerably less than China, though
the gap between the amount they generated and used
was significantly larger.
Russia, Japan and India displayed similar patterns of usage,
though they produced only about a fifth of China’s output, at
around 1000 billion kWh each. It is noticeable that Russia barely
made more electricity than they used.
The smallest producer and user was South Korea at just under 500
billion kWh, which was about a quarter that of the US. France and
Brazil both produced and consumed similar amounts of power at
around 550 billion kWh for production and 450 billion kWh for
consumption. Interestingly, Germany was the
only country whose production did not meet the needs of its
consumers, falling short by about 60 billion kWh.
 WRITING TASK 1: DYNAMIC CHART

Always remember to ANALYZE the topic first.

- Unit:
- Topic
- Tense
- Dynamic/Static
1. Identify the KEY features

Task Achievement Band Descriptors

Band 7: ‘Key features which are selected are covered and clearly
highlighted’
Band 5: ‘The recounting of detail is mainly mechanical’

The first thing you need to do is identify 3 KEY FEATURES and general trends.
You don’t have much time to do this, so ask yourself:
1.What went up?
2.What went down?
3.What stayed the same or did something different? (What stood out?)
When you do this, you’ll start to see patterns.
Apply these questions to the dynamic chart below.
1.What went up?
2.What went down?
3.What stayed the same or did
something different? (What stood
out?)
1.They ALL dropped in the first 5
months
2.They ALL went back up in June
3.The ALL stayed the same in the
summer months (July –
September)
4.They ALL increased towards the
end of the year (less noticeable for
copper).
NOTE
There may be other key features related
to comparisons between the 3 metals e.g.
•Nickel saw the biggest drop in value (see
point #6).
But in this lesson we will focus on the
language of change.
2. Verbs of change
There are about 20 verbs that describe change.
Memorise them, and learn their past tenses forms.
The blue verbs are neutral (use them in all situations).
The other words are stronger (they show high speed or dramatic changes).

go up – went up (to/by)
grow – grew (to/by)
rise – rose (to/by)
climb – climbed (to/by)
rocket – rocketed (to/by)
soar – soared (to/by)
shoot up – shot up (to/by)
recover – recovered
peak – peaked (at)
reached a peak (at)
hit its/their highest level
go down – went down (to/by)
fall – fell (to/by)
drop – dropped (to/by)
decline – declined (to/by)
sink – sank (to/by)
slump – slumped (to/by)
plummet – plummeted (to/by)
collapse – collapsed
dip – dipped
reached a low point (of/at)
ALSO:
•fluctuated (went up and down)
•levelled out/off (at)
•remained steady (at) More precise verbs:
•evened out (at) •doubled (2x)
•stayed the same (at) •tripled (3x)
•halved
•stabilised (at) •decreased/increased by a third,
quarter, fifth etc
•overtook
Common mistakes
‘PEAKED’
‘GREW’ AND ‘FELL’
BTVN: 24
1, Chọn 1 trong các đề dưới đây để viết, các đề còn lại lên ý tưởng về lối viết, hoặc gửi cô phần frame:
The first chart below shows the percentages of women and men in a country involved in some kinds of home
tasks (cooking, cleaning, pet caring and repairing the house). The second chart shows the amount of time
each gender spent on each task per day. Summarize the information by selecting and reporting the main
features, and make comparisons where relevant.
The table below shows the amount of waste production (in millions of tonnes) in six different countries
over a twenty-year period.
risen, created, recorded, is, produced (x2), managed,
given, had (x2), stood, were, increased

Description:The US, Japan and Korea ______ by far the

most waste. In 1980, the US ______ 131 million tonnes of
waste, while the figure for Japan ______ at 28 million
tonnes. No figure ______ ______ for Korea in 1980, but in
1990, 31 million tonnes of waste ______ ______ in that
country. By 2000, waste production in the USA ______
______ to 192 million tonnes, while Japan’s figure ______
______ to 53 million tonnes. However, Korea ______ to
reduce its output to 19 million tonnes. Ireland, Poland and
Portugal only ______ a total of around 30 million tonnes of
waste between them, adding the figures for all three years
together.​
Writing task 1 – BAR CHART
Bước 1: Phân tích biểu đồ
Bước đầu tiên khi sau khi đọc đề bài đó là phân Đề mẫu:
tích biểu đồ. Mỗi đề bài sẽ bao gồm ba phần:
•Phần 1: Mô tả ngắn gọn về biểu đồ “The bar
chart below shows…”
•Phần 2: Chỉ dẫn bạn đến yêu cầu của bài:
“Summarise the information …and make
comparisons…”
•Phần 3: Một biểu đồ, cụ thể ở dạng bài này là Bar
chart.

Để phân tích được biểu đồ, bạn cần làm rõ 4 yếu

tố sau:
•Topic – Đối tượng của biểu đồ là gì?
•Place – số liệu trong biểu đồ được lấy ở đâu?
•Time – số liệu trong biểu đồ được lấy ở thời điểm
nào?
•Unit of measurement - Đơn vị đo của số liệu
trong biểu đồ?
Thực hành phân tích đề:
•Topic – Đối tượng của biểu đồ là gì: Living Issues of City
Residents - dựa trên ba đối tượng là Health Services,
Education and training, Air Pollution
•Place – số liệu trong biểu đồ được lấy ở đâu: In major
UK cities
•Time – số liệu trong biểu đồ được lấy ở thời điểm
nào: In 2008
•Unit of measurement - Đơn vị đo của số liệu trong
biểu đồ: Đơn vị đo lường: phần trăm
Bước 2: Note lại những thông tin quan trọng
Sau khi đã phân tích đề và nắm được những điểm
mấu chốt, giờ là lúc bạn ghi lại thông tin quan
trọng từ biểu đồ, bao gồm:
•Điểm cao nhất? - Health Services
•Điểm thấp nhất? - Air Pollution
•Có sự thay đổi vượt trội nào trong biểu đồ?
•Các điểm chung của số liệu?
Đây đều là những thông tin mà bạn có thể dựa
vào để phân tích và so sánh theo đúng yêu cầu
của đề bài. Nắm rõ các thông tin này giúp bạn hạn
chế tình trạng liệt kê khi làm bài thi Writing Task
1.
Bước 3: Chiến lược viết từng phần của bài mô tả
Bar chart
Cách viết phần Introduction
Trong phần giới thiệu, bạn chỉ nên diễn giải lại đề
bài bằng cách thay đổi cấu trúc và sử dụng từ
đồng nghĩa.
•Cấu trúc viết câu mở bài: The bar chart +
show(s)/illustrate(s)/give(s) information about +
3W (what?, where?, when?)
Ex: The bar graph compares the living issues of
local people in some major cities in the UK during
2008.
•Từ vựng thường dùng: Show - illustrate - give -
compare,...
Cách viết phần Overview Task 1 dạng Bar chart
Một vài lưu ý khi viết overview:
•Overview nên gồm 2 câu, một là giới thiệu chung về biểu đồ và hai là
những thông tin chính.
•Không đưa số liệu vào overview.
•Chỉ nên chọn 2-3 ý chính để viết.
•Những cụm từ vựng IELTS Writing Task 1 Bar chart dùng cho phần
Overview:
• As is observed: Theo quan sát
• Overall: Nhìn chung
• Generally speaking: Nói chung là
• At a first glance: Thoạt nhìn
• As can be seen: Như có thể thấy
• Increase/Rise: tăng lên, Decrease/Fall: Giảm đi, …
• Remain stable: Không thay đổi
• Hit the peak/ hit the highest point: Đạt điểm cao nhất
• Slightly: Không đáng kể
• Dramatically: Đáng kể
• Gradually: Dần dần
Ex: As is observed, health services were the primary issue in most cities,
followed by education and training. While air pollution remained a minor
problem.
Cách viết phần Body
Phần Body là nơi bạn được phép trình bày nhiều thông tin chi tiết liên
quan đến các dữ liệu bạn có. Ở phần này, chú ý thêm các câu so sánh vào
bài viết, đừng chỉ liệt kê thông tin bởi điều này sẽ khiến bạn mất điểm.
Cụ thể, phần body sẽ có cấu trúc như sau:
•Phần body 1: 3-4 câu miêu tả chi tiết nhóm thông tin đầu tiên từ biểu
đồ/ điểm giống nhau của biểu đồ

Ví dụ cách triển khai body 1

•Phần body 2: 3-4 câu miêu tả chi tiết nhóm thông tin tiếp theo/
điểm khác nhau của biểu đồ
Ví dụ cách triển khai body 2
•Những cụm từ dùng trong phần body: accounted for: chiếm, reached a
peak of: đạt cực đại là, just over: cao hơn 1 chút, approximately: khoảng,
xấp xỉ, …
•Cấu trúc sử dụng trong phần body: Fell to + số liệu, Fell by + phần trăm,…
Từ vựng dùng trong dạng bài Bar Chart
Mặc dù dạng bài Bar Chart được chia thành hai loại: loại có biến đổi theo thời gian và loại không có thay đổi theo thời
gian, các thí sinh đều phải đưa ra các phân tích về đặc điểm, số liệu hay dự đoán những xu hướng dựa trên các thông tin
của đề bài.

1. Từ vựng miêu tả câu mở đầu

Từ vựng / cụm từ vựng Ý nghĩa

As is observed, …. Theo quan sát, ….

Generally speaking, …. Nói chung, ….

As can be seen, …. Như có thể thấy, ….

At a first glance, … Thoạt nhìn, …

Overall, … Nhìn chung, …

2. Từ vựng miêu tả sự thay đổi

Xu hướng Danh từ Động từ Xu hướng Danh từ Động từ

Xu hướng giảm Fall A fall Xu hướng tăng A rise Rise
Decrease A decrease An increase Increase
Reduce A reduction A growth Grow
Decline A decline A climb Climb
Go down A downward An upward trend Go up
Drop trend
A drop

Xu hướng Danh từ Động từ

Xu hướng Danh từ
Xu hướng ổn Remain stable/
định steady Stability Đạt mức cao nhất Hit the highest
Stabilize point
Stay stable/ Reach a peak
unchanged
Đạt mức thấp nhất Hit the lowest
Xu hướng dao Be volatile A volatility point
động Fluctuate A fluctuation
3. Từ vựng miêu tả tốc độ thay đổi
Ví dụ:
•Gas prices have slightly increased in the last few months.
•In the given period, the city's water consumption witnessed a moderate fall of approximately 15% from 180 to 153 million liters per day.

Tính từ Trạng từ Ý nghĩa

Dramatic Dramatically Thay đổi mạnh, ấn tượng

Sharp Sharply Cực nhanh, rõ ràng

Enormous Enormous Cực lớn

Steep Steeply Tốc độ thay đổi lớn

Substantial Substantially Đáng kể

Considerate Considerably Thay đổi nhiều

Significant Significantly Nhiều

Rapid Rapidly Nhanh chóng

Moderate Moderately Bình thường

Gradual Gradually Tốc độ tăng từ từ

Slight Slightly Thay đổi nhẹ, không đáng kể

Marginal Marginally Thay đổi nhỏ, chậm

4. Từ vựng dùng để liệt kê
•According to the graph/ First of all/ to begin with/ to start with/ Firstly: đầu tiên là
•Secondly: thứ hai là
•In turn/ before that/ subsequently/ following that: sau đó thì
•Finally: cuối cùng là
•Correspondingly: Tương ứng
•Respectively: Tương ứng
5. Giới từ thường được sử dụng
Ví dụ:
•In 1992, the Service Industry accounted for 4 percent of GDP, whereas IT exceeded this, at just over 6 per cent.
•From 2000 to 2020, the number of households using solar energy as their primary source of electricity increased significantly, rising from just 500 to over 10,000.

Giới từ Được dùng khi Cấu trúc

To Thay đổi đến mức nào đó To + Number
By Thay đổi trong một khoảng nào đó By + Số liệu

Of Dùng để diễn tả sự chênh lệch Of + … + %

At Thêm số liệu vào cuối câu At + Số liệu
With Phần trăm và số lượng chiếm được With + %

Approximately, about, above, Diễn tả sự tương đối

around…
Between… and… Diễn tả số liệu trong khoảng
From… to… Số lượng tăng trong khoảng
Fell to Giảm đến số liệu Fell to + số liệu
Fell by Giảm đến bao nhiêu phần trăm Fell by + phần trăm
6. Từ vựng chỉ số phần trăm - Các loại
%, số phần và con số
•tripled (v): gấp ba
•doubled (v): gấp đôi
•one-fourth: 1/4 7. Từ vựng chỉ ngày tháng năm
•three-quarters: 3/4 •From + năm: từ năm X
•half: một nửa
•Between + Year X and Year Y: giữa năm X và
•double fold: gấp đôi
•5 times higher: cao hơn gấp 5 lần năm Y
•3 times lower: thấp hơn 3 lần •After + Year X: sau năm X
•By/in + Year X: vào năm X
•In + tháng X: vào tháng X
Cấu trúc trong đoạn overview
Overview là đoạn cần tập trung vào những xu hướng tổng quát hoặc
những đặc điểm nổi bật của cả biểu đồ. Bạn có thể áp dụng những trạng
từ sau cho đoạn Overview của mình:
•In general: nhìn chung thì
•In common / Generally speaking / Overall
•It is obvious: rõ ràng là
•As is observed: theo quan sát
•As a general trend: xu hướng chung là
•As can be seen: có thể thấy là
•As an overall trend: xu hướng chung là
•As is presented: như đã thấy
•It can be clearly seen that: có thể rõ ràng thấy được là
•At the first glance, it is clear that .. : nhìn sơ có thể thấy ..
•At the onset, it is clear that .. : rõ ràng là ..
•A glance at the graphs reveals that .. : nhìn sơ biểu đồ cho thấy là..
Bài mẫu xây dựng cách viết dạng Bar chart trong Writing Task 1
Bài 1: The graph gives information about the age of the population of Iceland between 1990 and 2020.

Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
Bài mẫu xây dựng cách viết dạng Bar chart trong Writing Task 1
Bài 1: The graph gives information about the age of the population of Iceland between 1990 and 2020.

Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

The bar chart compares the different __________ (1) of people living in
Iceland between 1990 and 2020.

All in all, the size of the 25-54 __________ (2) group increased the most
over the period while the size of the two __________ (3) age groups
decreased a little bit. The number of people in the two older age groups
stayed about the __________ (4).

The 25-54 age group grew from approximately a __________ (5) of the
population in 1990 to nearly __________ (6) of the population in 2020.

The older two age groups did not increase or decrease __________ (7).
The size of the 65 and over age group remained at about __________ (8)%,
whereas the size of the 55-64 age group only fell from about __________
(9)% to about __________ (10)% of the population.

By contrast, the 0-14 age group _____(11) just over 25 % in 1990 to just
under __________ (12)% in 2020. Similarly, the 15-24 age group dropped
from just over 20 % of the population in 1990 to just under 10 % of the
population in 2020 (15).
Bài 2:The chart and graph below give information about participants who have entered the Olympics since it began.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
Bài 2:The chart and graph below give information about participants who have entered the Olympics since it began.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.

The two charts give information about the __________ (1)

and number of athletes who have entered the Games since
they started. The bar chart illustrates the number of men
and women __________ (2) the Games, whereas the line
graph shows the number of participants.
It is evident from the bar chart that, until 2012, there were
always significantly more men entering the Games than
__________ (3). In 1924 and 1952, there were hardly any
women entering the Games, yet in 1952 there were over
4,000 male __________ (4). In 2012, however, the number
of female athletes __________ (5) significantly to nearly
5,000, only approximately 1,000 lower than male
gender participants.
•entering The line graph shows a similar __________ (6), with the
•women number of participants increasing throughout the century.
The most significant __________ (7) occurred between 1984
•participants
and 2012 when the number of athletes rose from just over
•rose 6,000 to over 10,000 in 2012.
•trend To summarize, therefore, since 1924 the number of athletes
•increase entering the Olympic Games has increased __________ (8).
•dramatically This is particularly the case for __________ (9), who are now
•women represented in nearly the same __________ (10) as male
•numbers participants.
Bài 3: The graph below shows the percentage of part-time workers in each country of the United Kingdom in 1980
and 2010.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
Bài 3: The graph below shows the percentage of part-time workers in each country of the United Kingdom in 1980
and 2010.
Summarize the information by selecting and reporting the main features, and make comparisons where relevant.
The given bar graph shows the __________ (1) of part-time
employees in four different parts of the UK from 1980 to 2010.
Overall, except for the workers of Northern Ireland, all the
__________ (2) of other countries have shown a rise in the rate
of their work as time __________ (3). Also, Wales and England
have the most active part-time workers in both __________
(4).
The graph clearly depicts that in 1980, nearly 25% of people
worked in England as part-time workers but manpower in
Wales is about 8% __________ (5) than that in England. After
30 years, England shows a __________ (6) rise in the rate of
workers than that in Wales. But the overall __________ (7) of
•rate employees in 2010 still seems to be higher in Wales.
•people
Furthermore, Scotland has the __________ (8) rate of part-
•continues
•eras time workers with just about 11%, while Northern Ireland
•higher __________ (9) more than that in the starting year. As time
•greater passes by, the percentage of workers __________ (10) in
•percentage
•lowest
Northern Ireland, in contrast, increases twice as much as in
•exceeds 1980 in Scotland.
•decreases
Writing task 1 – PIE CHART
PIE CHART (practice)
The pie charts illustrate four common types of (1) __________
that people chose when on holiday in 1988, 1998, and 2008.
Overall, the most popular choice of accommodation when on
holiday was to stay with (2) __________, despite a (3)
__________ trend over the twenty-year period. In contrast,
while renting (4) __________ and staying in (5) __________
became more popular over the years, (6) __________ became
less popular.
In 1988, (7) __________% of people on holiday chose to stay
with family. This figure rose to (8) __________% ten years later;
however, it dropped to (9) __________% by 2008.
Approximately a (10) __________ of all holiday-makers chose to
camp when on holiday in 1988, but this became less and less
popular, reaching (11) __________% by 2008.
Staying in hotels and renting apartments were the least popular
accommodation choices among holiday-makers in 1988, at (12)
__________% and (13) __________% respectively. These
figures gradually increased over the following twenty years,
both reaching (14) __________% by 2008.
The charts below show the proportion of people’s total The pie charts detail the proportion of people’s total (1)
spending in a particular European country was spent on __________ on six different goods and services (housing,
different commodities and services in 1958 and in 2008. clothing, entertainment, food, travel/transport, and luxury
goods), in a European country, in (2) __________ and (3)
__________.
It is clear from the charts that spending in all aspects,
except (4) __________, changed quite substantially over
the fifty-year period.
In 1958, people spent the largest portion of their spending
on (5) __________, at (6) __________%. The two other
categories that took up the majority of people’s money
were (7) __________, at 22%, and clothing at (8)
__________%. Entertainment, travel/transport, and luxury
goods only comprised around a (9) __________ of all
spending at 18%, 8%, and 7% respectively.
Fifty years later, spending changed quite significantly, with
(10) __________ now becoming the biggest expense and
taking up almost one-third of total spending, at (11)
__________%. The expenditure on clothing, (12)
__________ and luxury goods all increased and all took up
around (13) __________% of the total spending. The
expenditure on food dropped significantly to (14)
__________%, while entertainment costs were only half of
that.
 Có 2 dạng biểu đồ tròn chủ yếu.
•Biểu đồ tròn có gian
• sự thay đổi theo thời gian
•Biểu đồ tròn không có sự thay đổi theo thời
Biểu đồ tròn có sự thay đổi theo thời gian: Với dạng biểu đồ này, bạn ngoài việc so sánh giữa
các hạng mục với nhau còn phải thể hiện rõ sự tăng giảm của từng hạng mục qua thời gian.

The chart below shows a comparison of different kinds of

energy production in France in 1995 and 2005
 Biểu đồ tròn không có sự thay đổi theo thời gian: Dạng biểu đồ này thường không có mốc thời gian hoặc chỉ có
một mốc thời gian duy nhất. Đối với dạng biểu đồ này, bạn chỉ cần so sánh giữa các hạng mục với nhau

Pie chart là một dạng biểu đồ thường sử dụng để

biểu diễn phần trăm phân chia của các phần trong
một tổng thể và có những đặc điểm và ứng dụng
khác biệt so với các dạng biểu đồ khác như Bar
chart, Line graph, Map, Process diagram, Table, và
Mixed chart”.

The pie charts show the destination of export goods in three

countries in 2010
Cách viết Writing Task 1 Pie Chart thay đổi theo thời gian
Đối với dạng bài Writing IELTS Task 1 Pie Chart có thay đổi theo
thời gian, quy trình gồm 4 bước như sau.
1.Phân tích tổng quan đề bài.
2.Áp dụng kỹ thuật "paraphrasing" để hoàn thiện câu Mở bài
(Introduction).
3.Phân tích tổng quan các xu hướng thay đổi và thông tin nổi
bật của biểu đồ để viết đoạn Tổng quan (Overview).
4.Chọn lọc và nhóm thông tin vào hai đoạn Thân bài (Body).
Đề bài: The pie charts below show information on the highest level of education of women in Someland in 1945 and
1995. Write a report for a university lecturer describing the information in the two graphs below.
The pie charts below show information on the highest level of
education of women in Someland in 1945 and 1995

Bước 1: Phân tích đề bài

Sau khi nhận được đề bài, bạn không bắt tay vào
viết bài ngay mà nên dành từ 2 - 3 phút để tìm hiểu
và rút ra những thông tin và số liệu chung về nội
dung của biểu đồ.
•Xác định đối tượng, số lượng, đơn vị, và thời gian
của mỗi biểu đồ.
•Xác định dạng biểu đồ là có thay đổi theo thời gian
hay không có thay đổi theo thời gian.
•Sự thay đổi của các phần trăm của các đối tượng
qua thời gian.
•Sự khác biệt và sự giống nhau giữa các biểu đồ.
•Xác định thì của động từ phù hợp với thời gian của
biểu đồ (hiện tại đơn, quá khứ đơn, hoặc hiện tại
hoàn thành).
Đề bài: The pie charts below show information on the highest level of education of women in Someland in 1945 and
1995. Write a report for a university lecturer describing the information in the two graphs below.
The pie charts below show information on the highest level of
education of women in Someland in 1945 and 1995

•Đối tượng được miêu tả trong biểu đồ: The highest level of
education of women in Someland (Tỉ lệ phần trăm về trình độ học
vấn cao nhất của phụ nữ tại Someland)
•Số lượng đối tượng: 7
•Đơn vị: Percent (%)
•Mốc thời gian: Năm 1945 và năm 1995
•Thì của động từ: Quá khứ đơn (Past Simple)
 Bước 2: Viết Mở bài (Introduction)
Tương tự như các dạng biểu đồ khác, để có thể viết đúng và nhanh chóng phần mở bài, chúng ta cần thực
hiện “paraphrase” lại phần tóm tắt mà đề bài đưa ra, sử dụng các từ đồng nghĩa hoặc thay đổi cấu trúc câu.

Cách viết đoạn mở bài (Introduction).

1.Paraphrase lại đề bài bằng cách dùng từ đồng nghĩa hoặc Đề bài Paraphrase đề bài
thay đổi cấu trúc câu.
2.Giới thiệu chủ đề, đối tượng, đơn vị, và thời gian của biểu đồ Chủ ngữ The pie charts The pie charts
một cách ngắn gọn và rõ ràng.
Động từ show information illustrate
on
Có thể sử dụng các cấu trúc sau.
•The pie chart(s) illustrate(s)/compare(s)/show(s)/… + WHAT + Đối the highest level of how the women education
WHERE + WHEN tượng education of scenario in Someland
•The chart(s) give(s) information about/on + WHAT + WHERE + được women changed by comparing the
WHEN miêu tả highest level of female
Nơi education in 1995 with that
in Someland
chốn of five decades earlier.

Thời in 1945 and 1995

gian
Đề bài: The pie charts show information on the highest level of education of women in
Someland in 1945 and 1995.

The given pie charts compare and contrast the highest educational level of female people
living in Someland in a 50-year period, starting from 1945 to 1995.

Paraphrase: The pie charts illustrate how the women education scenario in Someland
changed by comparing the highest level of female education in 1995 with that of five
decades earlier.
Bước 3: Viết Tổng quan (Overview)
Áp dụng cùng một phương pháp viết bài với các dạng biểu đồ theo xu hướng, trong đoạn Tổng quan
(Overview), bạn cần trình bày được các đặc điểm sau.
•Đặc điểm về xu hướng: Số liệu của các đối tượng trong biểu đồ thay đổi theo xu hướng tăng, giảm, giữ
nguyên?
•Đặc điểm về độ lớn: Số liệu của đối tượng nào cao nhất? Thấp nhất?

Lưu ý.
•Tóm tắt các điểm nổi bật, xu hướng chung, hoặc sự khác biệt của biểu đồ một cách khách quan và chính xác.
•Không cần đưa ra số liệu cụ thể, chỉ cần dùng các từ chỉ mức độ như increase, decrease, rise, fall, grow, drop,
… để miêu tả sự thay đổi của các đối tượng.
•Ở phần này, bạn có thể trình bày các nội dung trên trong 1 - 2 câu, tuy nhiên phải đảm bảo việc đề cập đến
đặc điểm về xu hướng.

Có thể sử dụng các cấu trúc sau.

•It is clear that/It can be seen that/Overall/In general/…
•The most striking feature is/ The most noticeable difference is/ The main similarity is/…
Nhìn vào 2 biểu đồ mà đề bài cho, chúng ta có thể thấy sự thay đổi ngay lập tức ở việc tỷ lệ
phụ nữ bỏ học ở năm lớp 6 đã hoàn toàn biết mất vào năm 1995 so với năm 1945. Ngoài ra
tỷ lệ phụ nữ ở những mức độ giáo dục còn lại cũng tăng lên một cách đáng kể.

Từ đề bài trên, bạn có thể nêu nhận định như sau.

→ Overview: Overall, a notable progress in education was achieved by women in Someland.

Bước 4: Chọn lọc và nhóm thông tin vào 2 đoạn Thân
bài (Body)
Các bước viết Thân bài (Body) Pie chart có thay đổi theo thời gian.
1.Chọn và nhóm các thông tin quan trọng, có liên quan, và đại diện cho biểu đồ để viết hai
đoạn chi tiết.
2.Sử dụng các từ nối, từ chỉ thời gian, từ chỉ mức độ, từ so sánh, … để diễn đạt các ý một
cách mạch lạc và logic.
3.Đưa ra số liệu cụ thể để hỗ trợ cho các ý, có thể làm tròn số nếu cần.

Tùy vào đặc điểm của IELTS Pie chart mà lựa chọn cách phân chia
thông tin sao cho phù hợp.
•Chia thông tin chi tiết theo năm
•Chia thông tin chi tiết theo đối tượng
Lưu ý: Để chọn lọc thông tin quan trọng, bạn cần tập trung vào các điểm sau.
•Các đối tượng có tỉ lệ cao nhất hoặc thấp nhất trong mỗi biểu đồ.
•Các đối tượng có sự tăng giảm đáng kể qua thời gian.
•Các đối tượng có sự chênh lệch lớn hoặc nhỏ giữa các biểu đồ.
•Các đối tượng có sự ổn định hoặc không thay đổi qua thời gian.
Có thể sử dụng các từ nối, từ chỉ số lượng, từ chỉ phần trăm, từ chỉ mức
độ, và từ chỉ thời gian để miêu tả chi tiết các số liệu trong biểu đồ hoặc
sử dụng các cấu trúc sau.
•In + year/time period, …
•While/Whereas/Although/However, …
•By contrast/In contrast/On the other hand,…
Ví dụ: Đối với đề bài trên, chúng ta có thể phân chia thông tin cho hai
đoạn thân bài theo năm.

•Đoạn thân bài thứ nhất (Body 1): Mô tả số liệu của năm 1945
•Đoạn thân bài thứ hai (Body 2): Mô tả số liệu của năm 1995.

Body 1:
Ở phần này, chúng ta sẽ miêu tả cả số liệu thống kê về trình độ học vấn
của phụ nữ Someland ở những năm 1945:
35% received no education
35% quitted before finishing Primary School
15%: Grade 6
10%: Grade 9
4%: Grade 12
1%: Certificate
0%: Post graduation
Ví dụ cho Body 1:

According to the diagrams, more than one-third women in Someland did not receive any
formal education in 1945 while another one-third dropped out before they even
completed their primary education. This is a dismaying figure for women in terms of their
schooling in Someland in 1945.
Moreover, almost a quarter female merely finished their sixth and ninth grades whereas
only 4% made it to their 12th grades. Merely 1% of these women were awarded their first-
degree certificates while none of them earned the post-graduation qualification.
Body 2:

Ở đoạn thứ hai, chúng ta sẽ cho thấy sự cải thiện về trình độ học vấn của phụ nữ
Someland ở năm 1995.

•20% post graduate; 50% received certificate

•Other: Grade 9 at least.

Ví dụ cho Body 2:

However, after fifty years, the progress was remarkable when one in every five women in
Someland finished their post-graduation, half of them earned their first-degree and all
other women finished at least grade 9. No women in Someland in 1995 were deprived of
their education and 20% of them finished school years to finish their 12 grades.
Introduction: The pie charts show how the women's education scenario in Someland changed by
comparing the highest level of female education in 1995 with that of five decades earlier.

Overview: Overall, a notable progress in education was achieved by women in Someland.

Body 1: According to the diagrams, more than one-third women in Someland did not receive any
formal education in 1945 while another one-third dropped out before they even completed their
primary education. This is a dismaying figure for women in terms of their schooling in Someland in
1945.

Moreover, almost a quarter of females merely finished their sixth and ninth grades whereas only 4%
made it to their 12th grades. Merely 1% of these women were awarded their first-degree certificates
while none of them earned the post-graduation qualification.

Body 2: However, after fifty years, the progress was remarkable when one in every five women in
Someland finished their post-graduation, half of them earned their first-degree and all women
finished at least grade 9. No women in Someland in 1995 were deprived of their education and 20% of
them finished school years to finish their 12 grades.
Cách viết IELTS Writing Task 1 Pie chart không có thay đổi theo thời gian
Tương tự như quy trình mô tả IELTS Pie Chart có thay đổi theo yếu tố thời gian nói
trên, bạn cũng thực hiện 4 bước phân tích và viết bài cho Pie Chart không có thay
đổi theo thời gian.
1.Phân tích tổng quan đề bài
2.Áp dụng kỹ thuật ‘paraphrasing’ để hoàn thiện câu Mở bài (Introduction)
3.Phân tích tổng quan các xu hướng thay đổi và thông tin nổi bật của biểu đồ để
viết đoạn Tổng quan (Overview)
4.Chọn lọc và nhóm thông tin vào hai đoạn Thân bài (Body)
 Đề bài: The pie chart gives information on UAE government spending in 2000. The total budget was AED 315 billion.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
(Write at least 150 words.)

Bước 1: Phân tích đề

Tương tự biểu đồ Pie chart có thay đổi theo thời
gian bạn cần xác định các thông tin sau.
•Chủ đề của biểu đồ: là gì, về gì, liên quan đến
gì,…
•Đối tượng của biểu đồ: là ai, ở đâu, thuộc nhóm
nào,…
•Đơn vị của biểu đồ: là gì, được đo bằng gì,…
•Thời gian của biểu đồ: là khi nào, trong khoảng
nào,…
•Thì của động từ phù hợp với thời gian của biểu
đồ: thường là hiện tại đơn.
Lưu ý: Đối với pie chart không thay đổi theo thời
gian, bạn chỉ cần chú ý đến phần trăm của mỗi đối
tượng trong biểu đồ.

The pie chart gives information on UAE government spending in 2000

 Đề bài: The pie chart gives information on UAE government spending in 2000. The total budget was AED 315 billion.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
(Write at least 150 words.)

Ví dụ: Đối với đề bài trên, bạn có thể nêu nhận

định như sau.
•Đối tượng được mô tả trong biểu đồ: UAE
government spending in 2000 (Sự phân bổ ngân
sách của chính phủ Các Tiểu vương quốc Ả Rập
Thống nhất).
•Số lượng đối tượng: 10
•Đơn vị: Percent (%)
•Mốc thời gian: Năm 2000
•Thì của động từ: Quá khứ đơn (Past Simple)

The pie chart gives information on UAE government spending in 2000

 Đề bài: The pie chart gives information on UAE government spending in 2000. The total budget was AED 315 billion.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
(Write at least 150 words.)

Bước 2: Viết Introduction

Viết Introduction IELTS Writing Task 1 Pie chart
không có thay đổi theo thời gian là bước để bạn
giới thiệu biểu đồ cho người đọc, bằng cách
paraphrase lại đề bài bằng từ vựng và cấu trúc
câu khác.

Ví dụ: Áp dụng kỹ thuật paraphrasing để hoàn

thiện câu Mở bài (Introduction) như sau.
The pie chart gives information on UAE
government spending in 2000. The total budget
was AED 315 billion. Summarise the information
by selecting and reporting the main features, and
make comparisons where relevant. (Write at least
150 words).

The pie chart gives information on UAE government spending in 2000

 Đề bài: The pie chart gives information on UAE government spending in 2000. The total budget was AED 315 billion.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
(Write at least 150 words.)

Paraphrase đề
Đề bài bài
Chủ ngữ The pie chart The pie chart
Động từ gives shows
information on
Đối tượng UAE the UAE government’s
được mô tả government budget spending of
spending 315 billion AED in
different sectors
Thời gian in 2000 in 2000

The pie chart gives information on UAE government spending in 2000

 Đề bài: The pie chart gives information on UAE government spending in 2000. The total budget was AED 315 billion.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
(Write at least 150 words.)

Đề bài
The pie chart gives information on UAE government spending in
2000.
Paraphrase
The pie chart shows the UAE government’s budget spending of
315 billion AED in different sectors in 2000.

The pie chart gives information on UAE government spending in 2000

 Bước 3: Xác định ý và viết Overview
Thông thường, ở IELTS Task 1 Pie chart không có xu hướng, điểm nổi bật cần đề cập trong đoạn Overview thường sẽ là
sự so sánh về độ lớn của các hạng mục dựa vào kích cỡ tương ứng.

Ví dụ: Phân tích biểu đồ nói trên, ta xác định được một số
thông tin tiêu biểu như sau.

•Highest spendings: Social security and healthcare

•Lowest spendings: Transport, law and order, housing and
industry/agriculture and employment sectors

→ Overview: Overally, UAE government’s maximum

spending went in social security and healthcare sectors
while the least amounts were spent on transport, law and
order, housing and industry/ agriculture and employment
sectors.

The pie chart gives information on UAE government spending in 2000

 Bước 3: Xác định ý và viết Overview
Thông thường, ở IELTS Task 1 Pie chart không có xu hướng, điểm nổi bật cần đề cập trong đoạn Overview thường sẽ là
sự so sánh về độ lớn của các hạng mục dựa vào kích cỡ tương ứng.
Bước 4: Lựa chọn, nhóm thông tin và viết 2 đoạn Detail
Sau phần Overview, chúng ta sẽ chọn lọc và sắp xếp các
thông tin được đề cập trong biểu đồ. Ở 2 đoạn thân bài
này, chúng ta cần liệt kê số liệu của từng hạng mục.
Đồng thời có thể sắp xếp chúng theo thứ tự từ cao nhất
đến thấp nhất hoặc ngược lại. Trong một số trường hợp
khác, bạn có thể sắp xếp các hạng mục có liên quan vào
cùng một đoạn.

The pie chart gives information on UAE government spending in 2000

Lưu ý: Để chọn lọc thông tin quan trọng, bạn cần Ví dụ: Phân tích tiếp bài mô tả cho ví dụ trên, chúng ta có thân bài đoạn 1 như sau.
tập trung vào các điểm sau. Ý chính trong đoạn 1.
•Các đối tượng có tỉ lệ cao nhất hoặc thấp nhất •100 billion in social security → Highest
trong biểu đồ. •53 million on health and personal social services → Second
•Các đối tượng có sự chênh lệch lớn hoặc nhỏ với •38 million AED was spent on education
•23 billion both in debt and other expenditures
nhau hoặc với tổng thể.
Ví dụ.
•Các đối tượng có sự ổn định hoặc không thay đổi According to the pie chart, the UAE administration allocated AED 100 billion in social
trong biểu đồ. security from their national budget of AED 315 billion. This single sector cost the UAE
government almost one - third of the total budget.
This year the government’s expense was 53 million on health and personal social
services, which was the second largest sector in terms of expenditure made by the UAE
government. 38 million AED was spent on education while 23 billion both in debt and
other expenditures.

Tiếp tục, đoạn 2 chúng ta vẫn tiếp tục so sánh các hạng mục tiếp theo.
Ý chính trong đoạn 2.
•22 billion in Defence sector
•15 billion of the budget was spent on housing and environment
•3 billion for the industry, employment and agriculture sectors
•9 billion, went to the transport sector
Ví dụ.
The government used 22 billion in Defence sector while 15 billion of the budget was
spent on housing and environment. Next, the government spent 13 billion for the
industry, employment and agriculture sectors. Finally, The lowest amount of money, only
9 billion, went to the transport sector.
Introduction: The pie chart shows the UAE government’s budget spending of 315
billion AED in different sectors in 2000.

Overview: Overally, UAE government’s maximum spending went in social security

and healthcare sectors while the least amounts were spent on transport, law and
order, housing and industry/agriculture and employment sectors.

Body 1: According to the pie chart, the UAE administration allocated AED 100
billion in social security from their national budget of AED 315 billion. This single
sector cost the UAE government almost one - third of the total budget. This year
the government’s expense was 53 million on health and personal social services,
which was the second largest sector in terms of expenditure made by the UAE
government. 38 million AED was spent on education while 23 billion both in debt
and other expenditures.

Body 2: The government used 22 billion in Defence sector while 15 billion of the
budget was spent on housing and the environment. Next, the government spent
13 billion for the industry, employment and agriculture sectors. Finally, The
lowest amount of money, only 9 billion, went to the transport sector.
Từ vựng và cấu trúc thường dùng trong Pie Chart IELTS
Để đạt được điểm cao trong phần Lexical Resources và Grammatical Range và Accuracy, bạn cần nắm vững được một số
cấu trúc và từ vựng ăn điểm dưới đây.
Từ vựng mô tả số liệu bằng phân số
Ngoài việc mô tả số phần trăm bằng số, bạn cũng có thể thay bằng các cụm từ tỉ số theo bảng sau.

Tỉ lệ phần trăm Tỉ số Cụm từ ước lượng để nói về tỷ lệ phần trăm như bảng dưới đây
10% one in ten Tỉ lệ phần trăm Tỉ số
20% a fifth 19% nearly a fifth
25% a quarter 32% almost a third
40% two-fifths 49% just under a half / nearly a half
50% half 52% approximately half
60% three-fifths 78% approximately three quarters
75% three-quarters
80% four-fifths
Sử dụng các cụm lượng từ như amount/ proportion/ number để mô tả tỉ lệ phần trăm.

Tỉ lệ phần trăm amount/ proportion/ number

5% a very small number
10-15% a small minority
15-25% a small number
35% a good proportion
65-75% a large proportion/a significant proportion
75-85% a very large majority
Từ vựng mô tả bố cục biểu đồ Pie Chart
Tiếp theo, để viết một bài báo cao hiệu quả về biểu đồ hình tròn, bạn sẽ cần sử dụng một số cụm từ ăn điểm để mô tả
các phần của biểu đồ. Dưới đây là một số cụm từ thường được sử dụng.

Cụm từ Ý nghĩa
Account for/ take up/ make up/ consist of /include/ chiếm bao nhiêu %
comprise/ contribute/ constitute + number or
percentage
Continue to be the major + Noun tiếp tục giữ vị trí đầu
(producer/company/country…)
Account for a bigger (or smaller) share/ Make up a có nhiều/ít hơn thị phần/số lượng so với
bigger (or smaller) proportion + than
Take up the remaining X% chiếm bao nhiêu % còn lại (dùng để diễn tả đối
tượng dữ liệu cuối cùng)
Responsible for the highest amount of + Noun chịu trách nghiệm về số lượng lớn nhất của
Will overtake + Noun + to become… vượt qua … để trở thành
Cấu trúc thường dùng trong dạng Pie Chart
Trong bài Pie Chart, một việc vô cùng quan trọng đó chính là so sánh qua lại giữa các số liệu trong biểu đồ. Dưới đây là
một số cấu trúc so sánh trong Pie Chart.

Cấu trúc Ví dụ
The highest/ The smallest/ The lowest/ The largest/ The The highest number of people chose coffee over tea
greatest percentage/ proportion/ quantity/ number of +
N + to be/V
N + be + the most/ least + Adj + N

N + be + the most/ least + Adj + N The mountain region was the least populated area in the
country.
There + be + (a/an) + adj + noun + in + noun/ noun There was a significant increase in the consumption of
phrase + time phrase. fruits in the summer compared to the winter in 1999.
As many/ Twice as many/ Three times as many/ Not as As many people visited the park in the morning as in the
many + N + to be/ V + as evening.
More/ Far more/ Much More… + N + to be/ V + than More individuals preferred cycling to walking in the
survey.
In comparison to/with X, which verb, Y verb In comparison to last year, which saw a decrease in sales,
this year witnessed a notable rise in profits.
Những lỗi thường gây mất điểm khi làm dạng bài Pie Chart IELTS Writing Task 1

Vấn đề 1: Nhầm lẫn thì trong biểu đồ

Lý do: Học viên chưa đọc kỹ đề bài mà đã vội vàng đặt bút viết
Giải pháp: Gạch chân rõ các thành phần ở đề bài, đặc biệt là phần mốc thời gian để tránh nhầm lẫn

Vấn đề 2: Cung cấp quá nhiều chi tiết không cần thiết trong phần thân bài
Lý do: Học viên vẫn chưa biết cách chọn ra main features (các số liệu quan trọng/nổi bật trong chart).
Giải pháp: Luyện tập phân tích biểu đồ bằng cách nhìn vào những số liệu nổi bật nhất/thay đổi nhiều nhất hoặc thay đổi
ít nhất và xu hướng chung của các số liệu để có thể phân tích biểu đồ hiệu quả hơn.

Vấn đề 3: Cung cấp sai chi tiết trong phần biểu đồ

Lý do: Trong phần này, học viên có thể paraphrase % thành các cụm từ đa dạng. Tuy nhiên, nhiều học viên paraphrase
sai vì nhớ nhầm cụm.
Giải pháp: Nếu bạn chưa thực sự thuộc các cụm từ thì nên viết % như thường để tránh những lỗi sai đáng tiếc.

Vấn đề 4: Bỏ lỡ mất số liệu quan trọng khi viết

Lý do: Thí sinh thường chỉ cắm mặt miêu tả số liệu cao nhất và thấp nhất mà bỏ lỡ mất những số liệu quan trọng ở giữa
quá trình.
Giải pháp: Dùng tư duy Linearthinking để chọn lọc thông tin hiệu quả.
Bài mẫu Writing Task 1 Pie chart
Bài mẫu dạng biểu đồ tròn KHÔNG thay đổi theo thời gian
Đề bài: The charts below show the percentage of water used for different purposes in six areas of the world.

Bài viết tham khảo.

Introduction: The pie charts illustrate the proportion of water which has various uses
(industrial, agricultural and domestic) in 6 regions in the world.

Overview: Overall, it can be seen that the majority of water is used for industrial
purposes in Europe and North America, while the remaining areas exploit this
resource for agriculture.

Body 1: It can be seen that North America and Europe share similar patterns of
water consumption. Specifically, roughly half of water is used in the industry sector.
While the percentage of water used in agriculture is 39% and 32% in North America
and Europe, respectively, these regions allocated only small amounts of water for
domestic use (13% and 15%).

Body 2: Regarding other areas, the highest proportion of water goes to agriculture,
with Central Asia taking the leading position of 88%. In South America, there is
nearly one - fifth of water used for domestic purposes, whereas this figure in the
other 3 regions is less than 10%. Finally, most aforementioned regions have the least
water consumption in industry, with the exception of South East Asia which used
12% of water for industrial purposes.
Đề bài 1The charts show the sources of
electricity produced in 4 countries between
2003 and 2008.Summarise the information
by selecting and reporting the main
features, and make comparisons where
relevant.
The given pie charts detail information about the proportion of three different sources
of (1) __________ in four countries (India, Sweden, Morocco, and Vietnam) from (2)
__________ to (3) __________.
Overall, Vietnam and Morocco did not use any (4) __________ power for electricity
production. It can also be seen that while fossil fuels were the (5) __________ source
of electricity supply in Vietnam and India, they only occupied a relatively (6)
__________ proportion in Morocco and Sweden during the examined years.
In Vietnam, (7) __________% of the total amount of electricity was produced from
fossil fuels, while the figure for Morocco was only (8) __________%. The rest of the
electricity, in both nations, was produced solely from (9) __________ power.
In India, however, electricity from fossil fuels contributed to (10) __________% of the
entire quantity of electricity produced, which was also the highest figure for fossil fuel
use among the four countries. Meanwhile, fossil fuels were only responsible for (11)
__________% of the total generated electricity in Sweden, with hydro power and
nuclear power contributing (12) __________% and (13) __________% respectively.
The given pie charts detail information about the
proportion of three different sources of electricity in four
countries (India, Sweden, Morocco and Vietnam) from
2003 to 2008.Overall, Vietnam and Morocco did not use
any nuclear power for electricity production. It can also be
seen that while fossil fuelswere the largest source of
electricity supplyin Vietnam and India, theyonly occupied a
relatively marginal proportionin Morocco and Sweden
during the examined years.In Vietnam, 56% of the total
amount of electricity was produced from fossil fuels, while
the figure for Morocco was only 5%. The rest of the
electricity, in both nations, was produced solely from hydro
power.In India however, electricity from fossil
fuelscontributed to 82% of the entire quantity of
electricityproduced, which was also the highest figure for
fossil fuel use among the four countries. Meanwhile, fossil
fuelswere only responsible for 4% of the total generated
electricity in Sweden, with hydro power and nuclear
powercontributing 52% and 44% respectively.
Bài viết mẫu dạng biểu đồ tròn CÓ thay đổi theo thời gian
Đề bài: The charts below give information about different types of waste disposed of in one country in 1960 and 2011.

Introduction: The given pie charts illustrated data on waste disposal of various
categories in a nation in 1960 and 2011.

Overview: Overall, it can be seen that there was an increase in the proportion
of plastic, wood and food disposal while people threw away less paper, textile
and other types of waste. In addition, disposed metal, glass and green waste
shared almost the same figure in two years.

Body 1: In 1960, 25% of paper was discarded but this percentage fell by 10% in
2011. Regarding textile, this category also experienced a slight decline of 6%
(from 17% to 11%) in the same time frame. Besides, the amount of other
waste got rid of in 2011 was 3 times lower than that in 1960.

Body 2: It is clear that the proportion of plastic and food waste grew by
roughly 10% in 2011 compared to the other year. And people disposed of a
two-fold amount of wood 51 years after 1960. In terms of glass, metal and
green waste, these types of disposal shared almost constant figure over the
period. Specifically, the two latter types’ disposal were approximately 9% while
the percentage of glass thrown away was only 5%.
WRITING – TABLE
Các dạng IELTS Writing Task 1 Table
Table trong IELTS Task 1 thường xuất hiện dưới 2 dạng chính: Table không có sự thay đổi theo thời gian và Table có sự thay
đổi theo thời gian.

Table có sự thay đổi theo thời gian

Nếu biểu đồ đề cho có nhiều mốc thời gian khác nhau thì nó thuộc dạng này. Với dạng biểu đồ này, bạn ngoài
việc so sánh giữa các hạng mục với nhau còn phải thể hiện rõ sự tăng giảm của từng hạng mục qua thời gian.
Table không có sự thay đổi theo thời gian
Dạng biểu đồ này thường không có mốc thời gian hoặc chỉ có một mốc thời gian duy nhất. Đối với dạng biểu đồ
này, bạn chỉ cần so sánh giữa các hạng mục với nhau.
Ta có thể thấy rằng dạng Table cũng được chia thành 2 dạng tương tự
như những dạng bài Line graph, bar chart tức là dạng 1 thể hiện sự thay
đổi của đối tượng theo thời gian, dạng 2 thể hiện sự so sánh giữa các
đối tượng với nhau mà không có yếu tố thời gian.
Chính vì vậy, những từ vựng và cấu trúc dùng cho dạng bài Table cũng
tương tự như các dạng bài còn lại. Điều quan trọng là bạn phải hiểu
được đặc điểm của các dạng vì đối với dạng có yếu tố thời gian, những
ngôn ngữ thể hiện xu hướng như tăng, giảm, không thay đổi có thể
được dùng. Còn ở những dạng không có yếu tố thời gian thì cấu trúc so
sánh được dùng để thể hiện sự khác nhau giữa các đối tượng trong
bảng.
Cách viết Writing Task 1 dạng Table IELTS Writing Task 1
Có 4 bước hoàn thiện bài viết Table IELTS Task 1.
1. Phân tích đề trong bài Table
Trước khi viết bài, bạn cần hiểu rõ nội dung mà biểu đồ muốn
thể hiện thông qua các câu hỏi sau.
Đề bài: The table shows the positions of women in government
and management in 2000 in 5 countries.
Đề bài: The table shows the positions of women in government
and management in 2000 in 5 countries.
2. Viết mở bài (Opening) cho bài Writing Task 1 dạng Table
Sau khi phân tích và hiểu được nội dung cơ bản của biểu đồ, ta chuyển sang viết phần mở bài. Với phần này, bạn cần
paraphrase (dựa vào nội dung gốc viết lại câu với ý nghĩa tương đương) đề bài.
Phần introduction của dạng thay đổi theo thời gian và không thay đổi theo thời gian chứa nội dung tương tự nhau.
3. Viết nội dung tổng quát (Overview) cho bài Writing Task 1 dạng Table
Phần Overview giúp tóm tắt những điểm quan trọng nhất của Table, bao gồm xu hướng, thứ tự và sự thay đổi tỷ lệ (nếu
có).
Thông thường các bảng biểu sẽ chia thành 2 dạng: có và không có yếu tố thời gian. Thế nên trong đoạn này, bạn cần
phải nhận xét được những ý cụ thể tuỳ thuộc vào từng loại bảng.
Đối với dạng bảng có yếu tố thời gian, bạn cần nêu được những điểm chính sau.

Đối với biểu đồ không có yếu tố thời gian, bạn cần nêu được
những điểm chính sau.
Một số cụm từ và mẫu câu phổ biến của phần Overview.
Ví dụ: The table shows the positions of women in government
and management in 2000 in 5 countries.
Ta thấy khi so sánh số liệu theo hàng ngang (theo từng nước)
thì tỷ lệ manager ở các nước nhiều hơn rất nhiều so với tỷ lệ
những người làm Parliament Leaders. Do đó ở đoạn tổng quan,
ta có thể kết luận rằng Manager > parliament leaders.
Vậy ta có thể viết đoạn tổng quan như sau.
4. Chọn lọc thông tin cần thiết, lập dàn ý và viết thân bài (Body)
Trong phần thân bài, chúng ta thường chia thành hai phần tương ứng với các nhóm đối tượng có đặc điểm giống nhau.
Mục đích chính của phần này là đánh giá tổng quan và nhóm các dữ liệu liên quan lại với nhau.
Đoạn thân bài cũng được chia theo 2 dạng bảng biểu như đoạn tổng quan: có và không có yếu tố thời gian.

*Nhóm đoạn dựa trên sự tương đồng giữa các số liệu

Chi tiết cách viết IELTS Writing Task 1 Table không thay đổi theo yếu tố thời gian
Ví dụ: The table shows the positions of women in government and management in 2000 in 5 countries.
Introduction (Mở bài)
Quan sát kĩ bảng số liệu, xác định các thông tin cơ bản (các đối tượng ở cột ngang/cột dọc,
mốc thời gian, miêu tả biểu đồ).
•Đối tượng cột dọc: các quốc gia khác nhau
•Đối tượng cột ngang: tỉ lệ nữ giới ở nghị viện và ở quản lý
•Mốc thời gian: 2000
•Miêu tả biểu đồ: tỷ lệ nữ giới nắm giữ các vị trí khác nhau
Xác định những đối tượng quan trọng trong đề bài.

•Chủ ngữ: The table

•Động từ: shows
•Đối tượng: positions of women in government and management
•Thời gian: in 2000
•Địa điểm: in 5 countries
Paraphrase phần miêu tả biểu đồ để viết Introduction
Gợi ý paraphrase:

•The table → The given table hoặc giữ nguyên

•Shows → illustrates/ displays/ compares/ indicates / gives information about…
•Positions of women in government and management → the percentage of women having
seats in the parliament and working as managers
•In 2000 → During the year of 2000 hoặc giữ nguyên
•In 5 countries → in five different countries
Introduction hoàn chỉnh: The table shows the percentage of women having seats in the
parliament and working as managers in five different nations in 2000.
Overview (Đoạn tổng quan)
Dựa vào bảng trên, ta thấy khi so sánh số liệu theo hàng ngang (theo từng nước) thì tỷ lệ manager ở các
nước nhiều hơn rất nhiều so với tỷ lệ những người làm Parliament Leaders.

Do đó ở đoạn tổng quan, ta có thể kết luận rằng Manager > parliament leaders.

Overview: It can be seen from the graph that there were more female managers than women who were
parliament leaders.
Body (Thân bài)
Dựa vào dàn ý đã lập, liên kết các ý lại thành câu và đoạn hoàn chỉnh

•Đoạn 1: parliament leaders (compare between countries) Norway: highest, followed by Canada, Tobago &
Trinidad. Italy ~ Uruguay. (cùng chung một hạng mục về parliament leaders)
•Đoạn 2: managers (compare between countries) Ireland = Norway: top positions, followed by Tobago & Trinidad.
Canada = Uruguay: last. (cùng chung một hạng mục về managers).
Các cấu trúc có thể áp dụng.

•So sánh: so sánh số liệu trong cùng 1 nước hoặc so sánh cùng đối tượng ở các nước khác nhau. Bạn có thể dùng
các cấu trúc so sánh gồm: so sánh hơn, so sánh bằng, so sánh nhất
•Dùng từ nối: những từ như while, whereas, in addition, likewise, in contrast nên được dùng để thể hiện sự
tương đồng hoặc tương phản, làm rõ hơn ý so sánh trong bài viết
Body mẫu:

This year, Norway had 32% of their parliament members being women, which was also the highest percentage
among all 5 countries. This was followed by Canada and Tobago and Trinidad, with their corresponding figures of
28% and 19%. Far below was Italy with 10%, only 2% higher than the figure for Uruguay.

By contrast, Italy had the most significant proportion of female managers at 54%, but this was only 2% higher
than the second highest statistics, which belonged to Norway. The statistics for the remaining countries were
quite similar. Precisely 40% of managers in Tobago and Trinidad were women, only 3% higher than the figures for
Canada and Uruguay.
Bài viết hoàn thiện
The table shows the percentage of women having seats in the parliament and working as managers in five
different nations in 2000.

It can be seen from the graph that there were more female managers than women who were parliament
leaders.

This year, Norway had 32% of their parliament members being women, which was also the highest
percentage among all 5 countries. This was followed by Canada and Tobago and Trinidad, with their
corresponding figures of 28% and 19%. Far below was Italy with 10%, only 2% higher than the figure for
Uruguay.

By contrast, Italy had the most significant proportion of female managers at 54%, but this was only 2%
higher than the second highest statistics, which belonged to Norway. The statistics for the remaining
countries were quite similar. Precisely 40% of managers in Tobago and Trinidad were women, only 3% higher
than the figures for Canada and Uruguay.
Chi tiết cách viết IELTS Writing Task 1 table dạng thay đổi theo thời gian
Ví dụ: The table shows the amount of money given to developing countries by the USA, EU countries and other
countries from 2006 to 2010. (Figures are in millions of dollars).
Introduction (Mở bài)
Quan sát kĩ bảng số liệu, xác định các thông tin cơ bản (các đối tượng ở cột ngang/cột dọc, mốc thời gian, miêu tả biểu đồ)

•Đối tượng cột dọc: mốc thời gian

•Đối tượng cột ngang: số tiền mà Hoa Kỳ, các nước EU và các nước khác cấp cho các nước đang phát triển
•Mốc thời gian: từ 2006 đến 2010
•Miêu tả biểu đồ: số tiền mà Hoa Kỳ, các nước EU và các nước khác cấp cho các nước đang phát triển
Xác định những đối tượng quan trọng trong đề bài

•Chủ ngữ: The table

•Động từ: shows
•Đối tượng: the amount of money given to developing countries by the USA, EU countries and other countries
•Thời gian: from 2006 to 2010
Paraphrase phần miêu tả biểu đồ để viết Introduction

Gợi ý paraphrase:

•The table → The given table hoặc giữ nguyên

•Shows → illustrates/ displays/ compares/ indicates / gives information about…
•The amount of money given to developing countries by the USA, EU countries and other countries → the financial funds that America,
European and other countries allocated to developing ones
•From 2006 to 2010 → between 2006 and 2010
Introduction hoàn chỉnh: The table illustrates the financial funds that America, European and other countries allocated to developing
ones from 2006 to 2010.
Overview (Đoạn tổng quan)
Chọn lọc thông tin cần miêu tả trong biểu đồ và lập dàn ý

Để viết được đoạn tổng quan, bạn cần đặt câu hỏi trước khi bắt đầu viết.

•Nhìn chung thì xu hướng đang tăng hay giảm? (Tăng)

•Điểm nổi bật của bảng là gì? Dữ liệu lớn nhất và nhỏ nhất nằm ở mục nào? (Mỹ là contributor nổi bật)
•Điểm trái ngược hay tương đồng của dữ liệu ở đâu? (Các nước còn lại tương đồng về quyên góp)
Sau đó, ta có thể so sánh các đối tượng theo hàng hoặc cột. Tuỳ vào số lượng hàng hoặc cột, chúng ta có thể chọn để
so sánh cho phù hợp.

Dựa vào bảng trên, ta thấy khi so sánh số liệu theo hàng dọc (theo từng năm) thì tỷ lệ tiền quyên góp cho các nước
đang phát triển đều tăng theo thời gian. Bên cạnh đó, Mỹ là nước quyên góp nhiều tiền nhất, EU và các nước còn lại
thì có lượng quyên góp gần như tương đương nhau.

Overview: Overall, it is clear that the amount of money donated saw an upward trend during the whole period. And
while the USA was the biggest contributor, the EU and other nations gave almost similar small amounts in 5 years.
Body (Thân bài)
Lập dàn ý và liên kết các ý lại thành câu và đoạn hoàn chỉnh

Đoạn 1: Phân tích các thay đổi qua thời gian

Năm 2006: Nêu số liệu từng nước

The money from America given to developing countries was 9,8 million dollars; that from European and other nations was 3,1 and 2,8
million dollars.

2 năm tiếp theo: Hầu hết các số liệu đều tăng trước khi giảm vào năm 2009 và đến 2010 thì tăng lại.
This figure from all regions increased steadily before experiencing a slight drop of about 0,3 million in 2009 and rose again in 2010.

Tổng quyên góp: Grew from 15,7 to 28,1 million, except for a decline of 0,9 million USD in 2009.

Đoạn 2: Miêu tả số liệu total ở cả 3 nước ở năm cuối cùng

The USA still took the lead - 5 times higher than the EU and other regions, 4,1, and 3,7 million dollars in specific.

Các cấu trúc có thể áp dụng.

•So sánh: so sánh số liệu trong cùng 1 nước hoặc so sánh cùng đối tượng ở các nước khác nhau. Bạn có thể dùng các cấu trúc so sánh gồm:
so sánh hơn, so sánh bằng, so sánh nhất
•Dùng từ nối: những từ như while, whereas, in addition, likewise, in contrast nên được dùng để thể hiện sự tương đồng hoặc tương phản,
làm rõ hơn ý so sánh trong bài viết
Bài viết hoàn chỉnh
The table illustrates the financial funds that America, European and other countries allocated to
developing ones from 2006 to 2010.

Overall, it is clear that the amount of money donated saw an upward trend during the whole period. And
while the USA was the biggest contributor, the EU and other nations gave almost similar small amounts in
5 years.

In 2006, the money from America given to developing countries was 9,8 million dollars, whereas that from
European and other nations was 3,1 and 2,8 million dollars, respectively. In the next two years, this figure
from all regions increased steadily before experiencing a slight drop of about 0,3 million in 2009 and rose
again in 2010. The same trend can be observed in the total donations of all countries, which grew from
15,7 to 28,1 million, except for a decline of 0,9 million USD in 2009.

At the end of the period, the USA still took the lead in the total financial aid allotted for developing
countries with 20,3 million dollars, which was 5 times higher than the EU and other regions, 4,1, and 3,7
million dollars in specific.
Những lỗi thường gặp khi viết dạng Table
Vì table IELTS là dạng bài khó nên thí sinh thường gặp không ít khó khăn khi tiếp cận với nó. Những lỗi thường gây mất
điểm khi làm dạng bài Table Task 1 có thể bao gồm.
Vấn đề 1: Không báo cáo chính xác dữ liệu. Nhiều thí sinh không quen nhìn dạng biểu đồ này nên khi đối chiếu sang cột
số liệu thường không lấy được số liệu chính xác. Việc miêu tả số liệu không đúng rất dễ khiến thí sinh bị trừ điểm Task
Achievement.
Giải pháp: Nếu không nhìn được chính xác số liệu, thí sinh cần học ngôn ngữ ước lượng để ước lượng tới mốc số liệu
gần đó nhất.
Vấn đề 2: Bỏ lỡ mất số liệu quan trọng khi viết vì Table là dạng có nhiều số liệu nhất, vì thế nhiều thí sinh cảm thấy rối
và không biết phải chọn số liệu nào.
Giải pháp: Áp dụng tư duy Linearthinking để tìm ra các xu hướng chung nhất, các số liệu lớn/nhỏ nhất, các số liệu có sự
thay đổi/không thay đổi rõ rệt nhất.
Vấn đề 3: Nhầm lẫn giữa dạng Table có thay đổi thời gian và không có thay đổi thời gian do chưa thành thạo cách đọc
bản đồ trước khi đặt bút viết.
Giải pháp: Dạng biểu đồ có thay đổi thời gian là dạng mà số liệu thay đổi trong 2 năm trở lên và dạng biểu đồ không
thay đổi là dạng mà chỉ có số liệu của một năm duy nhất.
Vấn đề 4: So sánh những hạng mục ngẫu nhiên, không bật lên được tổng quan trong Overview vì có quá nhiều số liệu
nên thí sinh không biết cần phải so sánh số liệu nào với số liệu nào, dẫn đến việc so sánh số liệu lung tung, không phù
hợp
Giải pháp: Luôn phải đảm bảo bản thân hiểu rõ biểu đồ trước khi viết. Phải xác định và hiểu rõ được biểu đồ đang yêu
cầu mình so sánh giữa những hạng mục nào với nhau, từ đó đưa ra cách so sánh và gộp số liệu phù hợp.
Bài mẫu IELTS Writing Task 1 table
Sample 1: Bài mẫu dạng bài Table đưa ra sự so sánh giữa các đối tượng
The given table illustrates data about the number of (1) __________ of
various means of transportation in Australia in three years, (2)
__________, (3) __________, and (4) __________.
Overall, it can be seen that all five categories increased in number
during the period shown. In addition, while (5) __________ vehicles’
registration took the leading position, a dramatic increase in the
number of (6) __________ has been recorded.
The initial impression from the table is that in (7) __________, there
were (8) __________ passenger vehicles registered, which was far
higher than the remaining types. Next was commercial vehicles with
registration of (9) __________, which was 4 times higher than recorded
data for motorcycles.
Four years later, the number of passenger vehicles and commercial
ones rose to (10) __________ and (11) __________, respectively.
Regarding heavy trucks, there were (12) __________ vehicles
registered in 2014, which shows that this type of transport only saw a
slight increase of 8.3%.
Bài mẫu IELTS Writing Task 1 table
Sample 1: Bài mẫu dạng bài Table đưa ra sự so sánh giữa các đối tượng
The given table illustrates data about the number of (1) __________ of
various means of transportation in Australia in three years, (2)
__________, (3) __________, and (4) __________.
Overall, it can be seen that all five categories increased in number
during the period shown. In addition, while (5) __________ vehicles’
registration took the leading position, a dramatic increase in the
number of (6) __________ has been recorded.
The initial impression from the table is that in (7) __________, there
were (8) __________ passenger vehicles registered, which was far
higher than the remaining types. Next was commercial vehicles with
registration of (9) __________, which was 4 times higher than recorded
data for motorcycles.
Four years later, the number of passenger vehicles and commercial
ones rose to (10) __________ and (11) __________, respectively.
Regarding heavy trucks, there were (12) __________ vehicles
registered in 2014, which shows that this type of transport only saw a
slight increase of 8.3%.
Bài mẫu IELTS Writing Task 1 table
Sample 1: Bài mẫu dạng bài Table đưa ra sự so sánh giữa các đối tượng
The given table illustrates data about the number of registration of
various means of transportation in Australia in three years, 2010, 2012
and 2014.

Overall, it can be seen that all five categories increased in

number during the period shown. In addition, while passenger vehicles’
registration took the leading position, a dramatic increase in the
number of motorcycles has been recorded.

The initial impression from the table is that in 2010, there were
11,800,000 passenger vehicles registered, which was far higher than
the remaining types. Next was commercial vehicles with registration of
2,300,000 ones, which was 4 times higher than recorded data for
motorcycles. While 384,000 heavy trucks were registered in the same
year, the number of registered light trucks was the lowest at just above
100.000. Four years later, the number of passenger vehicles and
commercial ones rose to 13,000,000 and 2,700,000,
respectively. During the time frame, the registration of motorcycles
and light trucks experienced a sharp growth with 30,8% and 23,5%.
Regarding heavy trucks, there were 416,000 vehicles registered in
2014, which shows that this type of transport only saw a slight increase
of 8.3%.
Sample 2: Bài mẫu dạng bài Table có sự thay đổi theo thời gian

The table depicts the data on how many people The table depicts the data on how many people visited the UK,
visited the UK, how much they spent on average how much they spent on average, and how long they spent per
and how long they spent per visit from 2003 to visit from (1) __________ to (2) __________.
2008. As is shown in the table, the figures for all surveyed categories
saw a rise with the exception of (3) __________. Another
interesting point is that the amount of average (4) __________
per visit grew continuously without any pullback over the
period.
Regarding the number of visitors, it started off at (5)
__________ million in 2003, and experienced an uninterrupted
climb to (6) __________ million in 2007 before falling slightly
to (7) __________ million at the end of the period. The same
picture is evident in the overall spending of people visiting the
UK as this figure increased rapidly from (8) __________ billion
pounds in 2003 to (9) __________ billion pounds in 2008 with
just a slight dip to (10) __________ billion pounds in 2007.
Each person spent an average of (11) __________ pounds per
visit in the UK in 2003, and this amount kept rising over the
period, reaching its peak of (12) __________ pounds in 2008.
Sample 2: Bài mẫu dạng bài Table có sự thay đổi theo thời gian

The table depicts the data on how many people The table depicts the data on how many people visited the UK,
visited the UK, how much they spent on average how much they spent on average, and how long they spent per
and how long they spent per visit from 2003 to visit from (1) __________ to (2) __________.
2008. As is shown in the table, the figures for all surveyed categories
saw a rise with the exception of (3) __________. Another
interesting point is that the amount of average (4) __________
per visit grew continuously without any pullback over the
period.
Regarding the number of visitors, it started off at (5)
__________ million in 2003, and experienced an uninterrupted
climb to (6) __________ million in 2007 before falling slightly
to (7) __________ million at the end of the period. The same
picture is evident in the overall spending of people visiting the
UK as this figure increased rapidly from (8) __________ billion
pounds in 2003 to (9) __________ billion pounds in 2008 with
just a slight dip to (10) __________ billion pounds in 2007.
Each person spent an average of (11) __________ pounds per
visit in the UK in 2003, and this amount kept rising over the
period, reaching its peak of (12) __________ pounds in 2008.
Sample 2: Bài mẫu dạng bài Table có sự thay đổi theo thời gian

The table depicts the data on how many people The table depicts the data on how many people visited the UK,
visited the UK, how much they spent on average how much they spent on average and how long they spent per
and how long they spent per visit from 2003 to visit from 2003 to 2008.
2008.
As is shown in the table, the figures for all surveyed categories
saw a rise with the exception of average nights per visit.
Another interesting point is that the amount of average
spending per visit grew continuously without any pullback over
the period.

Regarding the number of visitors, it started off at 24.715 million

in 2003, and experienced an uninterrupted climb to 32.778
million in 2007 before falling slightly to 31.888 million at the
end of the period. The same picture is evident in the overall
spending of people visiting the UK as this figure increased
rapidly from 11.855 in 2003 to 16.323 billion pounds in 2008
with just a slight dip to 15.960 billion pounds in 2007. Each
person spent an average of 476 pounds per visit in the UK in
2003, and this amount kept rising over the period, reaching its
peak of 511 pounds in 2008.
LINE GRAPH
1. Tổng quan về cách viết IELTS Writing Task 1 Line Graph
Để có thể xây dựng cách viết IELTS Task 1 dạng Line graph đúng tiêu chí nhất, bạn cần phải hiểu rõ về dạng đề này:

1.1. Dạng bài biểu đồ đường

Biểu đồ đường gồm 1 hoặc nhiều đường biểu
diễn cho sự thay đổi của một đối tượng cụ thể
nào đó qua các mốc thời gian. Sự thay đổi của
mỗi đối tượng sẽ được biểu diễn tương ứng với
một đường. Biểu đồ đường luôn có sự thay đổi
theo thời gian. Chính vì thế nên bạn cần xem
xét mốc thời gian để sử dụng thì cho phù hợp.
Để đọc biểu đồ Line graph chỉ có 1 cách đọc duy
nhất là đọc từ trái sang phải theo trục thời gian
của từng đường tương ứng với mỗi đối tượng
để thấy rõ xu hướng thay đổi của chúng.
Có 2 dạng biểu đồ đường:
•Dạng ít hơn 3 đường: Dạng này thường rất ít xuất hiện
trong các đề thi. Đối với dạng này, chúng ta cần tập
trung so sánh 2 đường với nhau gắn liền với yếu tố thời
gian để làm rõ được xu hướng tăng hay giảm, giữ
nguyên hay giao động của các đối tượng. Có thể nói đây
là dạng dễ nhất của dạng bài biểu đồ Line graph.

Biểu đồ Line graph chỉ có 2 đường miêu tả các ngôn ngữ được
lựa chọn bởi các học sinh 13 tuổi tại một trường học ở nước
Anh từ năm 2000 đến bây giờ.
Dạng nhiều hơn 3 đường: Trong các đề thi IELTS từ năm 2017 trở đi thì thường sử dụng dạng biểu đồ đường có nhiều
hơn 3 đường.

Biểu đồ Line graph có nhiều hơn 3

đường biểu thị thu nhập của 4 quán
cà phê tại New York trong năm qua.
2. Cách viết Biểu đồ đường trong IELTS Writing Task 1

Biểu đồ Line graph thể hiện lượng khí thải CO2 trung bình của mỗi người ở 4 nước từ năm 1967 đến năm 2007
Bước 1: Phân tích đề bài
Phân tích đề bài rất quan trọng, nó sẽ quyết định việc bạn có đi đúng hướng hay không. Các bạn chỉ cần trả lời 5
câu hỏi sau để tìm hiểu rõ về đề bài:
•Topic - Đối tượng của biểu đồ là gì? - Average carbon dioxide (CO2) emissions per person (lượng khí thải CO2
trung bình của mỗi người)
•Place – Số liệu trong biểu đồ được lấy ở đâu? - Ở 4 nước: United Kingdom, Sweden, Italy, Portugal
•Number of factors - Số lượng các đối tượng được nhắc đến trong biểu đồ là bao nhiêu? - 4 yếu tố được nhắc đến
•Time – Số liệu trong biểu đồ được lấy ở thời điểm nào? - từ năm 1967 đến năm 2007, gồm 5 mốc thời gian

Lấy thời điểm hiện tại là mốc thời gian, các bạn phải xác định
thì hiện tại - quá khứ - tương lai để viết bài.
Nếu là quá khứ thì dùng thì quá khứ đơn, nếu là tương lai thì
diễn tả bằng thì tương lai - hiện tại, nếu là sự thay đổi kéo dài
từ quá khứ đến tương lai thì dùng thì hiện tại hoặc hiện tại
hoàn thành để diễn tả.
Ở trong ví dụ này tất cả các mốc thời gian đều trước năm 2022,
vì vậy chúng ta dùng thì quá khứ để diễn đạt.
•Unit of measurement - Đơn vị đo của số liệu trong biểu đồ là
gì? - In metric tonnes (đơn vị là tấn)
Bước 2: Viết Introduce
Các bạn cần paraphrase lại đề bài, tránh tuyệt đối sao chép lại đề bài. Thường có hai cách như sau:
Cách 1: Sử dụng từ các cụm đồng nghĩa, đôi khi cũng có thể sử dụng cả các từ trái nghĩa
Ví dụ:
•Show = compare = illustrate
•From… to = between… and… = over a period of… years starting from…

Cách 2: Thay đổi bằng cấu trúc ngữ pháp khác

Ví dụ: Chuyển câu chủ động thành câu bị động hoặc ngược lại
Ở ví dụ trên, đề bài là: The line graph below shows the average
carbon dioxide (CO2) emissions per person in the United
Kingdom, Sweden, Italy and Portugal from 1967 to 2007.
→ Introduce: The line graph illustrates the amounts of CO2
emitted by each person in four countries over a period of 40
years starting from 1967.
Bước 3: Viết Overview
Các bạn cần xác định 2 điểm nổi bật nhất của biểu đồ để viết ra được câu văn mang tính tổng quát, có thể chọn
trong các ý sau:
•Đặc điểm xu hướng chung: Xu hướng của các đường như nào: tăng, giảm hay không dao động nhiều (ổn định).
•Sự thay đổi vượt trội: Đường nào tăng nhiều nhất, giảm nhiều nhất? Hoặc đường nào có số liệu lớn nhất, thấp
nhất. Hãy cố gắng tìm ra điểm đặc biệt nhất của biểu đồ để gây ấn tượng với ban giám khảo.
•Lưu ý rằng ở trong phần này các bạn không được đưa số liệu cụ thể vào vì đó sẽ là nhiệm vụ của phần Body (thân
bài) ở phía sau.
•Đây là phần rất quan trọng của bài viết, vì vậy nếu không viết Overview, các bạn sẽ chỉ được nửa số điểm của cả
bài. Tuy nhiên các bạn chỉ nên viết khoảng 1-2 câu về phần này để tránh lãng phí thời gian: Câu 1 sẽ miêu tả đặc
điểm số 1. Câu 2 sẽ miêu tả đặc điểm số 2 và thường thêm vào đầu câu các từ như In addition/ Furthermore,...
Một số từ vựng IELTS Writing Task 1 Line graph phổ biến:
•Looking at the chart/ It is clear that… / Obviously,.../ It is obvious that… / As can be seen from the graph /
chart,... ở đầu đoạn để người đọc có thể dễ dàng nhận biết rằng đây là phần Overview.
•Các từ miêu tả xu hướng như: increase, rise, climb, oscillate >< decrease, decline, dwindle, unchanged. Nếu
tất cả các số liệu cùng chung một xu hướng cùng tăng hoặc cùng giảm, các bạn có thể sử dụng cấu trúc như:
The numbers/ percentages/ amounts …. of A, B, C and D increase/ decrease over the period shown.
•Cấu trúc While + mệnh đề, mệnh đề thường sử dụng miêu tả xu hướng trái ngược. Ví dụ như While the
numbers/percentages… of A and B decrease, the figures for C and D increase.
•Sử dụng cấu trúc so sánh hơn nhất để thể hiện số liệu cao nhất trên biểu đồ.
•Hoặc có thể miêu tả sự thay đổi của đường có sự chênh lệch số liệu giữa điểm đầu và điểm cuối cao nhất
(đường có sự thay đổi lớn nhất trên biểu đồ)
Ở ví dụ trên, các bạn có thể viết phần Overview như sau:
As can be seen from the graph, each Swedish or UK person released less CO2 over the period researched, but
CO2 emissions in Italy and Portugal showed a rise. UK citizens are responsible for the most CO2 emissions of
all time.
Bước 4: Chọn ý tưởng và viết Body 1& Body 2
Các bạn hãy viết khoảng 4-5 câu cho mỗi Body. Dựa vào số đường trong biểu đồ, chúng ta có hai cách chọn ý
tưởng cho phần thân bài tạo thành 2 đoạn như sau:
Cách 1: Áp dụng cho cả bài từ 3 đường trở xuống và bài từ 3 đường trở lên, các bạn nhóm thành 2 mốc thời
gian để so sánh. Ưu điểm của cách này đó là chúng ta có thể so sánh được các đối tượng trong cùng một
khoảng thời gian.

•Body 1: So sánh trong khoảng thời gian từ đầu - giữa

Miêu tả số liệu của các đối tượng ở năm đầu tiên cho đến
khoảng thời gian ở giữa mà có sự thay đổi nổi bật ( có sự đổi
hướng chiều của đường, tăng mạnh hoặc đang tăng mà
giảm,...). Các bạn hãy mô tả từ số liệu cao nhất đến số liệu thấp
nhất.
•Body 2: So sánh trong khoảng thời gian giữa - cuối
Các bạn cần phải nhấn mạnh sự thay đổi về xu hướng của các
đường, đồng thời mô tả chi tiết từng đường và từng xu hướng.
Cách 2: Các bạn nên nhóm thành 2 xu hướng để miêu tả. Đây là một lựa chọn tốt cho những biểu đồ có nhiều
đường bởi nó sẽ giúp các bạn tránh bị rối.
•Body 1: Nhóm các đường có cùng xu hướng tăng để miêu tả từ đầu đến cuối.
•Body 2: Nhóm các đường có cùng xu hướng giảm hoặc ổn định để miêu tả.
Body được cho là phần quan trọng nhất của bài viết. Đây là linh hồn của bài viết, là phần nhiều những gì các bạn
thể hiện ra trên giấy để ban giám khảo đánh giá khả năng của bạn.
Ở trong phần này, bạn không chỉ phải vận dụng tất cả các kỹ năng từ phân tích, tổng hợp đến vốn từ vựng, khả
năng vận dụng các cấu trúc ngữ pháp chính xác hợp lý, mà còn cần phải sử dụng câu từ thật “uyển chuyển” để
bài viết có tính liên kết, mạch lạc, rõ ràng. Vì vậy để đạt được band writing cao, các bạn hãy thường xuyên trau
dồi vốn từ vựng và các kỹ năng cần thiết.
Ở ví dụ trên, là biểu đồ lớn hơn 3 đường, chúng ta có thể chọn
cách 1 để miêu tả
•Body 1: In 1967, about 11 tonnes of CO2 were generated by a
UK citizen, followed by 9 tonnes in Sweden. For comparison,
each Italian emits more than 4 tonnes, about three times
more than the Portuguese.
•Body 2: From that point on, the average CO2 emissions in the
UK gradually fell below 9 tonnes while the figure in Sweden,
after increasing by 1 tonne in the first decade, also fell
moderately to less than 6 tonnes at the end of the decade
period. In contrast, each person in Italy emits more CO2 with a
figure that increased to almost 8 tonnes in 2007, compared
with an equally significant increase of about 6 tonnes in
Portugal.
3. Một số lưu ý về ngữ pháp và từ vựng
Nhóm từ chỉ sự không thay đổi
•Leveled out at/ A leveling out
Nhóm từ chỉ xu hướng tăng lên
•Did not change/ No change
•Rose to/ A rise
•Remained stable at
•Increased to/ An increase Nhóm từ chỉ sự tương đối
•Remained steady at •Just under
•Went up to/ Growth
•Stayed constant at •Well under
•Climbed to/ An upward trend
•Maintained the same level •Roughly
•Approximately
Nhóm từ chỉ xu hướng giảm xuống
•Fell to/ A decrease Nhóm từ chỉ sự giao động
•Declined to/ A decline •Fluctuated around
•Decreased to/ A fall •Peaked at/ Reached a peak of
•Dipped to/ A drop •Plateaued at
•Went down to/ A reduction •Stood at
•Slumped to
•Reduced to
Đề 1:The graph below shows the quantities of goods transported in the UK from 1974 to 2002 by four different
modes of transport.

Biểu đồ Line graph miêu tả hàng hóa được vận chuyển ở nước
Anh từ năm 1974 đến năm 2002
Bài mẫu:
The line graph provides information about how cargo was conveyed by four types of
transportation in the United Kingdom over a period of 28 years starting from 1974.
Looking at the chart, goods sent by all forms of delivery increased except for
railways, which fluctuated.
Starting with roads and pipelines, the majority of goods were transported by road in
1974, with about 70 million tons and gradually increased to about 80 million tons
over the next 20 years. It increased significantly and reached nearly 100 tons in 2002.
In contrast, there were only about 7 million in 1974, the pipeline was the lowest and
it increased to about 22 million in 1994. This number remained until the end of the
period.
Cargo transported by waterway and rail each amounted to about 40 million tons in
1974. After 1978, freight transhipment by rail reached about 58 million tons in 1982
and then stabilized for the next 20 years. follow. During the same period rail freight
dropped to about 25 million tons. By 2002, tonnage by boat had grown to 60 million
and by rail to just over 40 million.
Đề 2: The graph below gives information from 1 2008 report about the consumption of energy in the USA with
projections from 1980 until 2030.

Biểu đồ Line graph biểu thị năng lượng tiêu thụ từ năm 1980
đến 2030 tại Hoa Kỳ
Bài mẫu:
The line graph compares the consumption of six different kinds of energy in the USA
between 1980 and 2030.
It is clear that more fossil fuels are used in comparison with renewable energy sources. The
general trend in energy consumption is to increase over the time period presented.
In 1980, the amount of petroleum consumed was 35 million billion units, nearly double
that of natural gas at 25 million billion units. At that time, the amount of coal burned was
slightly less, at just over 15 million million units. Meanwhile, natural energy consumption is
about the same, at less than 5 million units each.
In 2030, more gasoline is expected to be burned, and consumption remains at the forefront
at less than 50 million billion units. Although some variation over time is shown, the
amount of coal used is predicted to be more than that of natural gas, with about 30 and 25
million units burned respectively. For renewable energy sources, it is predicted that its
number will increase by a minimum of just under 5 million units and hydroelectricity will
record the lowest energy consumption by 2030.
MIX
 STEPS
1 Analyze the topic (Subject, Unit, Timeline -> Tense)

2 Paraphrase the topic

3 Find out ideas and write the Overview

Pick out and group the main data, then write 2 body
4 paragraphs
 BODY
CHANGING IN TIME
BODY • Describe the features in the first chart.
1

BODY • Describe the features in the second chart.

2
Các dạng bài Mixed Charts thường gặp
•Table (bảng biểu) với pie chart (biểu đồ tròn)
•Table (bảng biểu) với line chart (biểu đồ đường)
•Table (bảng biểu) với bar chart (biểu đồ cột)
•Pie chart (biểu đồ tròn) với line chart (biểu đồ đường)
•Pie chart (biểu đồ tròn) với bar chart (biểu đồ cột)
•Line chart (biểu đồ đường) với bar chart (biểu đồ cột)
Dạng Line chart kết hợp Table:
Dạng Pie chart kết hợp Bar chart:
Dạng Line chart kết hợp Bar chart:
2. Cấu trúc bài làm dạng Mixed Charts - IELTS Writing Task 1

Phần 1: Introduction (Giới thiệu)

Trong phần Introduction, trước tiên bạn cần tóm tắt và paraphrase lại đề bài trong vòng 1-2 câu. Hãy sử
dụng vốn từ vựng của mình, tránh việc lặp lại hoặc viết tương tự cả câu từ đề bài. Những thông tin tổng
quan cần có:
•Loại biểu đồ: bar chart, line chart, table, pie chart ..
•Khoảng thời gian của hai biểu đồ.
•Nội dung chính của từng biểu đồ.
Ví dụ cho câu Introduction:
The given bar chart illustrates an opinion survey about the factors as to why people choose to go to
school, while the pie graph portrays how adults consider the costs of academics should be funded.
Phần 2: Overview (Tổng quan)
Đối với phần Overview của Mixed Chart IELTS Writing Task 1, bạn cần chọn
lọc những thông tin/số liệu nổi bật nhất của từng biểu đồ để giới thiệu
trong phần này. Các thông tin quan trọng bạn có thể viết trong phần
Overview bao gồm:
•Xu hướng chung của các số liệu qua thời gian (biểu đồ có xu hướng tăng
hay giảm? giữ nguyên hay dao động liên tục).
•Số liệu cao/ thấp nhất được cung cấp.
•Sự chênh lệch giữa các số liệu được cung cấp.
Bạn hãy tránh giới thiệu về tất cả số liệu và khía cạnh thông tin của cả
hai biểu đồ vì thời gian và quy định số lượng từ có hạn (bạn chỉ được
viết khoảng 150 từ trong 20 phút), vì vậy hãy chọn những số liệu nổi
bật nhất để giới thiệu và so sánh.
Tùy thuộc vào dạng biểu đồ, bạn có thể tìm sự tương quan giữa chúng
bằng cách trả lời những câu hỏi sau:
•Mỗi biểu đồ nêu ra thông tin gì cho người đọc?
•Khoảng thời gian của biểu đồ?
•Đặc điểm nổi bật nhất trong mỗi loại biểu đồ?
•Có điểm nào chung trong hai biểu đồ không?
•Mối quan hệ giữa hai biểu đồ là gì?
Ví dụ cho phần Overview:
Overall, it is apparent in the bar chart that there are seven
reasons as to why adults decide to study, and the subject of
interest is the most significant one. On the other hand, it can be
observed from the pie chart that individual funding for
education has had a far higher percentage compared to the
other two.
Phần 3: Body (Thân bài)
Đối với phần Body của dạng bài Mixed Charts trong
bài thi IELTS Writing, bạn có thể chia làm hai đoạn
nhỏ, mỗi đoạn phân tích từng biểu đồ riêng biệt. Bạn
có thể áp dụng cấu trúc như sau:
Một vài điều bạn cần lưu ý khi viết phần Body:
•Vì lượng thông tin cung cấp trong một bài Mixed Charts khá nhiều, bạn không
nên miêu tả cả hai biểu đồ trong cùng một đoạn văn vì điều này sẽ dẫn đến việc
thiếu logic, thiếu liên kết chặt chẽ giữa các ý, làm người đọc khó hiểu.
•Cần nêu lên được ít nhất một điểm so sánh giữa hai biểu đồ trong bài. Không
nêu quan điểm cá nhân của bạn trong bài làm.
Ví dụ:
The bar chart represents seven causes in the survey, with the subject of interest
representing the biggest percentage at 40%. Gaining qualifications is the second
main reason for earning 38%. Three factors achieved nearly the same share of
almost 20% and meeting new people had the lowest percentage at 9%.
The pie chart shows that 40% of the people think that education should be
funded individually. However, 35% of the people from the survey assume that it
should be paid by the employer while 25% think that it should be funded by the
taxpayers, which is the lowest one.
3. Các yếu tố giúp ghi điểm cho dạng bài Mixed Charts

Cấu trúc ngữ pháp

Từ vựng cho dạng bài Mixed Charts
Xu hướng của số liệu (Trend) Động từ/ Danh từ diễn tả
Xu hướng tăng
increaseriseclimb
Xu hướng tăng mạnh
rocketjumpleap
Xu hướng giảm
decreasefall/fall downgo downreducedecline
Xu hướng giảm mạnh
plungeslumpplummet
Xu hướng tăng giảm bất thường
fluctuateoscillatewave
Xu hướng ổn định
remain/stay stablestay unchangedstabilize
Đạt mức cao nhất
reach a peakreach/hit the highest point
Đạt mức thấp nhất
reach/hit the lowest pointfall to a lowreach a
bottomfalls further to its lowest point of
Một số cách diễn đạt trong các bài liên quan đến phần trăm (%):

Tỉ lệ Cách viết Tỉ lệ Cách viết

5% a small fraction 30% nearly a third

10% a tenth, one in ten 33% a third, one-third

15% less than a fifth 50% a half

20% a fifth 65% nearly two-thirds

25% a quarter 75% three quarters

4. Bài tập mẫu dạng Mixed Charts IELTS Writing Task 1

The table and pie chart gives information about the population in Australia according to different
nationalities and areas.
The given pie chart illustrates the percentages of different nationalities that make
up the Australian population, while the table gives information about whether they
live in urban or rural areas.
In general, it is evident that the vast majority of Australia’s population is of
Australian nationality. Furthermore, most people in this country, irrespective of
their nationality, opt to live in cities.
The percentage of the Australian population that are of Australian nationality is
73%, whereas the figures for people of British or other nationalities are
significantly lower, at 7% and 14% respectively. Meanwhile, 3% of the population
come from New Zealand, while 2% are of Chinese nationality. 1% of Australia’s
population comes from the Netherlands.
From the table it can be seen that 80% of Australians choose to reside in cities,
along with 89% of the British and 90% of the New Zealanders. Similarly, 99% of
Chinese live in the city, as do 83% of the Dutch.
Writing task 1
MAPS
MAPS
Grading Criteria
 IELTS Writing Grading Criteria

Task Coherence Lexical Grammatical Range

Achievement & Cohesion Resource & Accuracy
Grading Criteria (Task 1)
Grading Criteria (Task 1)
MAP’S DESCRIBING LANGUAGE

1. Phrases for “Directions”

- Basic directions
- Other ways to describe position
2. Phrases for “Changes”
 STEPS
1 Analyze the map (Time, space)

2 Paraphrase the topic

3 Find out noticeable features and write the Overview

4 Pick out the main features in both maps, then write 2 body paragraphs
(October 24th, 2020) : The diagrams below show the present building of a college and the
plan for changes to the college site in the future.
 The maps show the current building and site layout of a college, and the proposed future
changes in 2020.
Overall, the main changes to the college will include the expansion and renovation of the college
building, with the addition and removal of several rooms and facilities. A number of changes to facilities
outside of the building are also suggested.
The existing entrance to the building is on the northern side and accessed via a footpath
which runs adjacent to the garden to the north and the carpark on the western side of the building. The
future plans propose that the new entrance will be on the southern side of the building, adjacent to the
main road and bus stop. However, the footpath and garden surrounding the building will be removed,
and the existing car park will be expanded to accommodate more cars.
Inside the building, there is currently a classroom, reception, and library along the
eastern side. The future plans suggest that the reception will be moved to the centre of the building
towards the new entrance in the south, and the library will be relocated to the western side, making way
for four new classrooms. Moreover, the toilets will be moved to the opposite end of the building, where
the current entrance is, and a new shop will be built next to the existing lunch area.
for adjacent to in addition and removal surrounding
the western side new entrance future changes the opposite end suggested
next along accommodate expansion and renovation to
 Two-map
Description
 BODY - FEW SUBJECTS

• Describe the area in the period

before any changes happened.
Body 1

• Describe the changes (make

comparisons between 2 periods of
Body 2 time).
 BODY- MANY SUBJECTS

• Group the subjects and make

comparisons to describe changes.
Body 1

• Group the remaining subjects and

make comparisons to describe
Body 2 changes.
 SUMMARY: MAPS
Introduction Paraphrase the topic

Overview Single-map description: Double-map description:

Overall, there have been several changes, with most noticeable ones
Compare the similarities & being the addition of [...] as well as the elimination of [...]
differences of 2 proposed
sites Common changes: addition, removal/ elimination, expansion/
renovation

FEW SUBJECTS/ DETAILS MANY SUBJECTS/ DETAILS

Body 1 Describe the location of S1 Describe the position of facilities Group the subjects and make
before any changes happened. comparisons to describe changes.

Body 2 Describe the location of S2 Describe the changes (make Group the remaining subjects and
comparisons between 2 periods make comparisons to describe
of time). changes.
HOMEWORK KEYS
The bar chart below shows the proportions of English men and The two charts give information about
women of different ages who were living alone in 2011. The pie ___(1)__households in England in the year 2011. The
chart compares the numbers of bedrooms in these one-person bar chart compares figures for ___(2)__and gender,
households. and the pie chart shows data about the number of
bedrooms in these homes.

Overall, females ___(3)___a higher proportion of

people living alone than males, and this difference is
particularly noticeable in the older age categories. We
(1) single-occupant can also see that the most common number of
(2) occupants’ age ____(4)__in a single-occupant home was two.
(3) made up
A significant majority of the people ____(5)____who
(4) bedrooms
were living alone in England in 2011 were female.
(5) aged 65 or over Women ___(6)___around 72% of single occupants
(6) made up aged 75 to 84, and 76% of those aged 85 or over. By
(7) 35-49 age category contrast, among younger adults the figures for males
(8) nearly 65% were higher. For example, in the___(7)___, men
(9) three-bedroom accounted for ___(8)___of people living alone.
(10)Under 7%
In the same year, 35.4% of one-person households in
England had two bedrooms, while one-bedroom and
___(9)__homes accounted for 28% and 29.8% of the
total. ___(10)__of single-occupant homes had four or
more bedrooms.
Grading Criteria
 IELTS Writing Grading Criteria

Task Coherence Lexical Grammatical Range

Achievement & Cohesion Resource & Accuracy
Grading Criteria (Task 1)
Grading Criteria (Task 1)
MAP’S DESCRIBING LANGUAGE

1. Phrases for “Directions”

- Basic directions
- Other ways to describe position
2. Phrases for “Changes”
BASIC DIRECTIONS

Top left-hand Top right-

Top
corner hand corner
Middle / Right-hand
Left-hand side
Centre side

Bottom left- Bottom right-

Bottom
hand corner hand corner
to the north of/north of The school is north of the shop =
The school is to the north of the shop.

to the south of/ south of The library is to the south of the cafe =
The library is south of the cafe

to the east of/ east of The forest to the east of the factory was completely cut down. =
The forest east of the factory was completely cut down.

to the west of/ west of The shopping center to the west of the school was relocated. =
The shopping center west of the school was relocated.
northeast of / to the northeast of The cinema is north east of the train station
northwest of / to the northwest of
southeast of / to the southeast of The port to the south west of the market was expanded.
southwest of / to the southwest of
The shopping centre is relocated to the south west of the
town.
in the west Most of the town’s apartment complexes are concentrated in
in the east the south.
in the north
in the south There were many stores in the north.
Northern The building faces northwest.
Southern
Eastern The southern area is filled with houses.
Western
There is a stadium at the end of the road in the northeast corner and a
Southeast theater in the southwest area.
Northeast
Southwest Most buildings are located on the southeast side of the town.
Northwest
(to be) north of = (to be) to the north of
(to be) north east of = (to be) to the north east of

In the north
Northern

On the north side of

 BASIC DIRECTIONS
- A is to the West/left of B.
A B - B is to the East/right of A.

B - A is to the South-west of B.
- B is to the North-east of A.
A

B A - B is in the West/on the left-hand side of A.

BASIC DIRECTIONS
A - B is in the South-east/on the
B bottom right-hand corner of A.

A - B is in the South/at the bottom of

B A.
OTHER WAYS TO DESCRIBE POSITION

A - B is in front of A.
- B is to the South of A
B

C
- B is in close proximity to A.
- B is a long distance away from C.

B
A
OTHER WAYS TO DESCRIBE POSITION

B
B B - A is surrounded by B(s).
A - B(s) surrounds A.
B B
B
OTHER WAYS TO DESCRIBE POSITION

B - B is (halfway/midway) between A and C.

C
OTHER WAYS TO DESCRIBE POSITION
B
- A is roughly in the middle of B.
C - C is exactly in the middle of B.
A

- A is at the right angles to/ perpendicular to B.

A C - A is parallel to C.

B
EXERCISE 1
1. The farm was ________________________________ of the map.
2. The port was ________________________________ the factory.
3. The restaurant was ________________________________ the bus stop.
4. The factory was ________________________________ a lot of trees.
5. The disused railway was ________________________________ the main
road.
6. The filling station was ________________________________ of the map.
7. The restaurant was ________________________________ the filling
station and the hotel.
8. The church was located ________________________________ of the
farm.
EXERCISE 1 on the top right-hand corner
1. The farm was ________________________________ of the map.
2. The port was ________________________________
in close proximity to the factory.
3. The restaurant was ________________________________
directly opposite the bus stop.
surrounded by
4. The factory was ________________________________ a lot of trees.
perpendicular to
5. The disused railway was ________________________________ the main
road.
on the bottom right-hand corner
6. The filling station was ________________________________ of the map.
halfway between
7. The restaurant was ________________________________ the filling
station and the hotel.
to the South
8. The church was located ________________________________ of the
farm.
H.W

on the top of right-hand corner

in close proximity to

directly opposite

surrounded by
perpendicular to

on the bottom right-hand corner

halfway between

to the South
 STEPS
1 Analyze the map (Time, space)

2 Paraphrase the topic

3 Find out noticeable features and write the Overview

4 Pick out the main features in both maps, then write 2 body paragraphs
SINGLE MAP DESCRIPTION
OVERVIEW
• Shows the position of the 2 areas that need
describing.
1

• Shows the important and noticeable difference

between 2 areas that need describing.
2
 SINGLE MAP DESCRIPTION
BODY
• Describe Area 1.
BODY 1

• Describe Area 2.
BODY 2
The map below is of the town of Garlsdon. A new supermarket (S) is planned for
the town. The map shows two possible sites for the supermarket.

1. Analyze
- Time
- Objects

2. Intro
- The map shows two potential locations (S1 and S2)
for a new supermarket in a town called Garlsdon.

- The map compares two potential locations for the

building of a new supermarket in a town
called Garlsdon.
The map below is of the town of Garlsdon. A new supermarket (S) is planned for
the town. The map shows two possible sites for the supermarket.

Overview
- Location of S1 and S2:

The main difference between the two sites is that one

is located in the countryside outside the town,
whereas the other is in the town centre.

- The area around :

Both potential sites are close to the railway, and

reasonably near to a main road.
The map below is of the town of Garlsdon. A new supermarket (S) is planned for
the town. The map shows two possible sites for the supermarket.

Body 1
- Location:
The first possible site for the supermarket (S1) is
located in an area of countryside to the
north west of Garlsdon.

- The area around:

It is close to the railway line and to a main road
connecting Garlsdon to the smaller town of Hindon.

- The area around 2:

It is also situated near to the residential housing
area of Garlsdon.
The map below is of the town of Garlsdon. A new supermarket (S) is planned for
the town. The map shows two possible sites for the supermarket.

Body 2
-Location:
The second site (S2), by contrast, is in Garlsdon
town centre.

- The area around:

It is also accessible by rail, but not by road because
the town centre is a no-traffic zone.

Despite this, the main roads to Cransdon, Bransdon

and Hindon are not too far away.

The distance to Garlsdon’s housing area is similar to

the distance from S1 to the same area.
The map below is of the town of Garlsdon. A new supermarket (S) is planned for
the town. The map shows two possible sites for the supermarket.

Body 2
-Location:
The second site (S2), by contrast, is in Garlsdon
town centre.

- The area around:

It is also accessible by rail, but not by road because
the town centre is a no-traffic zone.

Despite this, the main roads to Cransdon, Bransdon

and Hindon are not too far away.

The distance to Garlsdon’s housing area is similar to

the distance from S1 to the same area.
The map below is of the town of Garlsdon. A new supermarket (S) is planned for
the town. The map shows two possible sites for the supermarket.

Body
Looking at the information in more detail, S1 is in the
countryside to the north west of Garlsdon, but it is close
to the residential area of the town. S2 is also close to the
housing area, which surrounds the town centre.

There are main roads from Hindon, Bransdon and

Cransdon to Garlsdon town centre, but this is a no traffic
zone, so there would be no access to S2 by car. By
contrast, S1 lies on the main road to Hindon, but it would
be more difficult to reach from Bransdon and Cransdon.
Both supermarket sites are close to the railway that runs
through Garlsdon from Hindon to Cransdon.
2-map description Single map description
 EXERCISE 2
1. A warehouse was ___________________
built/constructed near the port.
2. The bus stop was ___________________replaced by a car park and
relocated to
___________________ a new place near the church.
chopped down
3. The pine trees opposite the hotel were ___________________ to
make way for
___________________ a hospital.
reopened
4. The disused railway was ___________________ and a new railway station
built/constructed
was ___________________.
converted into
5. The farm was ___________________ a golf course.
built/constructed
6. A new road which leads to the golf course was ___________________.
 STEPS
1 Analyze the map (Time, space)

2 Paraphrase the topic

3 Find out noticeable features and write the Overview

Pick out the main features in both maps, then write 2

4 body paragraphs
 OVERVIEW
2-MAP DESCRIPTION
Give out a general assessment about the DEGREE and TREND of the change:
+ Is it a huge change?
+ Where does the change start?
+ What is the purpose of the change?

Example:
✔ Overall, the town was totally transformed in a number of different ways.
✔ As can be seen from the pictures, the town witnessed dramatic changes.
✔ Overall, the town has been completely transformed after the constructions of several
facilities.
 BODY: 2-MAP DESCRIPTION
FEW SUBJECTS

• Describe the area in the period before any

BODY changes happened.
1

• Describe the changes (make comparisons

BODY between 2 periods of time).
2
 BODY: 2-MAP DESCRIPTION
MANY SUBJECTS

• Group the subjects and make

BODY comparisons to describe changes.
1

• Group the remaining subjects and make

BODY comparisons to describe changes.
2
Make bigger Take away Add something Change into General
new something else statements
Enlarge Cut down Build Convert Industrialize
Expand Demolish Construct Make into Modernize
Knock down Erect Redevelop Transform
Pull down Introduce Replace urbanize
Remove Turn into
The maps below show the center of a small town called Islip from 2005 to 2010.
 STEP BY STEP
1. Analyze the topic:
- Time: 2005 & 2010 => Past simple
- Space:
+ Shops -> Bus station, Shopping centre, Car park, New housing
+ Main road -> Pedestrian zone
+ Park -> smaller
+ School -> slightly larger
+ New: New housing, Dual carriageway
 STEP BY STEP
2. Paraphrase the topic
Subject Verb What When
from 2005 to
Topic The maps show the center of a small town called Islip
2010
• How a small town of Islip changed
after some developments between 2005
The Illustrate
• A number of changes which took and 2010
pictures /describe
Paraphrase place in Islip town during a 5-year
/graphs /demonstrat
• A small town of Islip before and period starting
/plans e
after the constructions of several from 2005.
=> Introduction: The two maps describefacilities
a number of changes which took place in Islip town
during a 10-year period starting from 2005.
 STEP BY STEP
3. Find out features and write the overview
* Method #1: Overall, the town was totally
transformed in a number of different ways.

* Method #2: As can be seen from the pictures,

the town witnessed dramatic changes.

* Method #3: Overall, the town has been

completely transformed after the constructions
of several facilities.
4. Pick out and group the main features:

Body 1

Body 2
 STEP BY STEP
DIVIDE BASED ON FEATURES

* Detail 1:
- Main road: East to West, between 2
lines shops:
+ North: Countryside
+ South: 2 housing areas:
• West: School
• East: Park
=> Connected to main roads by minor
roads
 STEP BY STEP
DIVIDE BASED ON FEATURES
* Detail 2:
- Biggest change: Dual carriageway
- Main road -> Pedestrian zone:
+ North: Shops -> Bus station,
Shopping centre, Car park, New housing
area (can be accessed through a minor
road which is connected with the
carriageway)
+ South: more houses, smaller park
The diagrams illustrate some proposed changes to the central area of the
town of Islip.

It is clear that the principal change to the town will be the construction of a
ring road around the centre. Various other developments with regard to
shops and housing will accompany the building of this road.

Looking at the map of Islip as it is now, we can see that a main road runs
through its centre from east to west. The second map shows the planned
pedestrianisation of this road. Traffic will be diverted on to a dual
carriageway that will form a ring around the town centre.

Currently there is a row of shops along either side of the main road.
However, it appears that the shops along the north side of the new
pedestrian street will be demolished to make way for a bus station,
shopping centre, car park and new housing area. The shops along the south
side of the street will remain, but it seems that the town’s park will be
reduced in size so that more new houses can be built within the ring road.

(Simon, 187 words, band 9)

The maps below show the village of Stokeford in
1930 and 2010.
Summarise the information by selecting and
reporting the main features and make comparisons
where relevant. Write at least 150 words.

1. Analyze
- Time
- Objects

2. Intro
- The two maps illustrate how the village of
Stokeford, situated on the east bank of the
River Stoke, changed over an 80 year period
from 1930 to 2010.
The maps below show the village of Stokeford in
1930 and 2010.
Summarise the information by selecting and
reporting the main features and make comparisons
where relevant. Write at least 150 words.

Overview

Give out a general assessment about the DEGREE and

TREND of the change:
+ Is it a huge change?
+ Where does the change start?
+ What is the purpose of the change?

There was considerable development of the settlement

over these years and it was gradually transformed from
a small rural village into a largely residential area.
Body 1

Feature 1 : The farmland has been built on

Feature 2: The school has been expanded

1.
The most notable change is the presence of housing in
2010 on the areas that were farmland back in 1930.

New roads were constructed on this land and many

residential properties built.

2.
In response to the considerable increase in population,
the primary school was extended to around double the
size of the previous building.
Body 2

Feature 3 : S hops and post office

Feature 4: large house => retirement house.

3.
Whilst the post office remained as a village amenity,
the two shops that can be seen to the north-west of
the school in 1930, no longer existed by 2010, having
been replaced by houses

4.
There also used to be an extensive property standing in
its own large gardens situated to the south-east of the
school.

At some time between 1930 and 2010, this was

extended and converted into a retirement home. This
was another significant transformation for the village.
The maps illustrate some changes that were made to a city hospital's
transport infrastructure between the years 2007 and 2010.

It is noticeable that three main modifications were made to the

hospital’s vehicle access. These involved the building of a new bus
station, new roundabouts and new parking facilities.

Looking at the changes in more detail, we can see that in 2007 there
were three bus stops on either side of Hospital Road. These were no
longer present in 2010, and instead we see the addition of a bus
station on the west side of Hospital Road. This bus station is accessed
via two new roundabouts; the first roundabout is at the intersection of
City Road and Hospital Road, while the second is at the other end of
Hospital Road, at the junction with the hospital ring road.

The two maps also show that changes were made to public and staff
parking areas. In 2007, staff and visitors used the same car park, which
was situated to the east of Hospital Road and accessed via the ring
road. However, by 2010 this original car park had become a designated
area for staff parking only. A new car park, located on the east side of
the ring road, provided parking for members of the public.
The maps below show a bookstore in 2000
and now.
Summarize the information by selecting
and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.
(October 24th, 2020) : The diagrams below show the present building of a college and the
plan for changes to the college site in the future.
 The maps show the current building and site layout of a college, and the proposed future
changes in 2020.
Overall, the main changes to the college will include the expansion and renovation of the college
building, with the addition and removal of several rooms and facilities. A number of changes to facilities
outside of the building are also suggested.
The existing entrance to the building is on the northern side and accessed via a footpath
which runs adjacent to the garden to the north and the carpark on the western side of the building. The
future plans propose that the new entrance will be on the southern side of the building, adjacent to the
main road and bus stop. However, the footpath and garden surrounding the building will be removed,
and the existing car park will be expanded to accommodate more cars.
Inside the building, there is currently a classroom, reception, and library along the
eastern side. The future plans suggest that the reception will be moved to the centre of the building
towards the new entrance in the south, and the library will be relocated to the western side, making way
for four new classrooms. Moreover, the toilets will be moved to the opposite end of the building, where
the current entrance is, and a new shop will be built next to the existing lunch area.
for adjacent to in addition and removal surrounding
the western side new entrance future changes the opposite end suggested
next along accommodate expansion and renovation to
H,W
 SUMMARY: MAPS
Introduction Paraphrase the topic

Overview Single-map description: Double-map description:

Overall, there have been several changes, with most noticeable ones
Compare the similarities & being the addition of [...] as well as the elimination of [...]
differences of 2 proposed
sites Common changes: addition, removal/ elimination, expansion/
renovation

FEW SUBJECTS/ DETAILS MANY SUBJECTS/ DETAILS

Body 1 Describe the location of S1 Describe the position of facilities Group the subjects and make
before any changes happened. comparisons to describe changes.

Body 2 Describe the location of S2 Describe the changes (make Group the remaining subjects and
comparisons between 2 periods make comparisons to describe
of time). changes.
H.w
MAP’S DESCRIBING LANGUAGE

1. Phrases for “Directions”

- Basic directions
- Other ways to describe position
2. Phrases for “Changes”
BASIC DIRECTIONS

Top left-hand Top right-

Top
corner hand corner
Middle / Right-hand
Left-hand side
Centre side

Bottom left- Bottom right-

Bottom
hand corner hand corner
to the north of/north of The school is north of the shop =
The school is to the north of the shop.

to the south of/ south of The library is to the south of the cafe =
The library is south of the cafe

to the east of/ east of The forest to the east of the factory was completely cut down. =
The forest east of the factory was completely cut down.

to the west of/ west of The shopping center to the west of the school was relocated. =
The shopping center west of the school was relocated.
northeast of / to the northeast of The cinema is north east of the train station
northwest of / to the northwest of
southeast of / to the southeast of The port to the south west of the market was expanded.
southwest of / to the southwest of
The shopping centre is relocated to the south west of the
town.
in the west Most of the town’s apartment complexes are concentrated in
in the east the south.
in the north
in the south There were many stores in the north.
Northern The building faces northwest.
Southern
Eastern The southern area is filled with houses.
Western
There is a stadium at the end of the road in the northeast corner and a
Southeast theater in the southwest area.
Northeast
Southwest Most buildings are located on the southeast side of the town.
Northwest
(to be) north of = (to be) to the north of
(to be) north east of = (to be) to the north east of

In the north
Northern

On the north side of

 BASIC DIRECTIONS
- A is to the West/left of B.
A B - B is to the East/right of A.

B - A is to the South-west of B.
- B is to the North-east of A.
A

B A - B is in the West/on the left-hand side of A.

BASIC DIRECTIONS
A - B is in the South-east/on the
B bottom right-hand corner of A.

A - B is in the South/at the bottom of

B A.
OTHER WAYS TO DESCRIBE POSITION

A - B is in front of A.
- B is to the South of A
B

C
- B is in close proximity to A.
- B is a long distance away from C.

B
A
OTHER WAYS TO DESCRIBE POSITION

B
B B - A is surrounded by B(s).
A - B(s) surrounds A.
B B
B
OTHER WAYS TO DESCRIBE POSITION

B - B is (halfway/midway) between A and C.

C
OTHER WAYS TO DESCRIBE POSITION
B
- A is roughly in the middle of B.
C - C is exactly in the middle of B.
A

- A is at the right angles to/ perpendicular to B.

A C - A is parallel to C.

B
EXERCISE 1 on the top right-hand corner
1. The farm was ________________________________ of the map.
2. The port was ________________________________
in close proximity to the factory.
3. The restaurant was ________________________________
directly opposite the bus stop.
surrounded by
4. The factory was ________________________________ a lot of trees.
perpendicular to
5. The disused railway was ________________________________ the main
road.
on the bottom right-hand corner
6. The filling station was ________________________________ of the map.
halfway between
7. The restaurant was ________________________________ the filling
station and the hotel.
to the South
8. The church was located ________________________________ of the
farm.
H.W
 STEPS
1 Analyze the map (Time, space)

2 Paraphrase the topic

3 Find out noticeable features and write the Overview

4 Pick out the main features in both maps, then write 2 body paragraphs
SINGLE MAP DESCRIPTION
OVERVIEW
• Shows the position of the 2 areas that need
describing.
1

• Shows the important and noticeable difference

between 2 areas that need describing.
2
 SINGLE MAP DESCRIPTION
BODY
• Describe Area 1.
BODY 1

• Describe Area 2.
BODY 2
The map below is of the town of Garlsdon. A new supermarket (S) is planned for
the town. The map shows two possible sites for the supermarket.

1. Analyze
- Time
- Objects

2. Intro
- The map shows two potential locations (S1 and S2)
for a new supermarket in a town called Garlsdon.

- The map compares two potential locations for the

building of a new supermarket in a town
called Garlsdon.
The map below is of the town of Garlsdon. A new supermarket (S) is planned for
the town. The map shows two possible sites for the supermarket.

Overview
- Location of S1 and S2:

The main difference between the two sites is that one

is located in the countryside outside the town,
whereas the other is in the town centre.

- The area around :

Both potential sites are close to the railway, and

reasonably near to a main road.
The map below is of the town of Garlsdon. A new supermarket (S) is planned for
the town. The map shows two possible sites for the supermarket.

Body 1
- Location:
The first possible site for the supermarket (S1) is
located in an area of countryside to the
north west of Garlsdon.

- The area around:

It is close to the railway line and to a main road
connecting Garlsdon to the smaller town of Hindon.

- The area around 2:

It is also situated near to the residential housing
area of Garlsdon.
The map below is of the town of Garlsdon. A new supermarket (S) is planned for
the town. The map shows two possible sites for the supermarket.

Body 2
-Location:
The second site (S2), by contrast, is in Garlsdon
town centre.

- The area around:

It is also accessible by rail, but not by road because
the town centre is a no-traffic zone.

Despite this, the main roads to Cransdon, Bransdon

and Hindon are not too far away.

The distance to Garlsdon’s housing area is similar to

the distance from S1 to the same area.
The map below is of the town of Garlsdon. A new supermarket (S) is planned for
the town. The map shows two possible sites for the supermarket.

Body 2
-Location:
The second site (S2), by contrast, is in Garlsdon
town centre.

- The area around:

It is also accessible by rail, but not by road because
the town centre is a no-traffic zone.

Despite this, the main roads to Cransdon, Bransdon

and Hindon are not too far away.

The distance to Garlsdon’s housing area is similar to

the distance from S1 to the same area.
The map below is of the town of Garlsdon. A new supermarket (S) is planned for
the town. The map shows two possible sites for the supermarket.

Body
Looking at the information in more detail, S1 is in the
countryside to the north west of Garlsdon, but it is close
to the residential area of the town. S2 is also close to the
housing area, which surrounds the town centre.

There are main roads from Hindon, Bransdon and

Cransdon to Garlsdon town centre, but this is a no traffic
zone, so there would be no access to S2 by car. By
contrast, S1 lies on the main road to Hindon, but it would
be more difficult to reach from Bransdon and Cransdon.
Both supermarket sites are close to the railway that runs
through Garlsdon from Hindon to Cransdon.
2-map description Single map description
 EXERCISE 2
1. A warehouse was ___________________
built/constructed near the port.
2. The bus stop was ___________________replaced by a car park and
relocated to
___________________ a new place near the church.
chopped down
3. The pine trees opposite the hotel were ___________________ to
make way for
___________________ a hospital.
reopened
4. The disused railway was ___________________ and a new railway station
built/constructed
was ___________________.
converted into
5. The farm was ___________________ a golf course.
built/constructed
6. A new road which leads to the golf course was ___________________.
 STEPS
1 Analyze the map (Time, space)

2 Paraphrase the topic

3 Find out noticeable features and write the Overview

Pick out the main features in both maps, then write 2

4 body paragraphs
 OVERVIEW
2-MAP DESCRIPTION
Give out a general assessment about the DEGREE and TREND of the change:
+ Is it a huge change?
+ Where does the change start?
+ What is the purpose of the change?

Example:
✔ Overall, the town was totally transformed in a number of different ways.
✔ As can be seen from the pictures, the town witnessed dramatic changes.
✔ Overall, the town has been completely transformed after the constructions of several
facilities.
 BODY: 2-MAP DESCRIPTION
FEW SUBJECTS

• Describe the area in the period before any

BODY changes happened.
1

• Describe the changes (make comparisons

BODY between 2 periods of time).
2
 BODY: 2-MAP DESCRIPTION
MANY SUBJECTS

• Group the subjects and make

BODY comparisons to describe changes.
1

• Group the remaining subjects and make

BODY comparisons to describe changes.
2
Make bigger Take away Add something Change into General
new something else statements
Enlarge Cut down Build Convert Industrialize
Expand Demolish Construct Make into Modernize
Knock down Erect Redevelop Transform
Pull down Introduce Replace urbanize
Remove Turn into
The maps below show the center of a small town called Islip from 2005 to 2010.
 STEP BY STEP
1. Analyze the topic:
- Time: 2005 & 2010 => Past simple
- Space:
+ Shops -> Bus station, Shopping centre, Car park, New housing
+ Main road -> Pedestrian zone
+ Park -> smaller
+ School -> slightly larger
+ New: New housing, Dual carriageway
 STEP BY STEP
2. Paraphrase the topic
Subject Verb What When
from 2005 to
Topic The maps show the center of a small town called Islip
2010
• How a small town of Islip changed
after some developments between 2005
The Illustrate
• A number of changes which took and 2010
pictures /describe
Paraphrase place in Islip town during a 5-year
/graphs /demonstrat
• A small town of Islip before and period starting
/plans e
after the constructions of several from 2005.
=> Introduction: The two maps describefacilities
a number of changes which took place in Islip town
during a 10-year period starting from 2005.
 STEP BY STEP
3. Find out features and write the overview
* Method #1: Overall, the town was totally
transformed in a number of different ways.

* Method #2: As can be seen from the pictures,

the town witnessed dramatic changes.

* Method #3: Overall, the town has been

completely transformed after the constructions
of several facilities.
4. Pick out and group the main features:

Body 1

Body 2
 STEP BY STEP
DIVIDE BASED ON FEATURES

* Detail 1:
- Main road: East to West, between 2
lines shops:
+ North: Countryside
+ South: 2 housing areas:
• West: School
• East: Park
=> Connected to main roads by minor
roads
 STEP BY STEP
DIVIDE BASED ON FEATURES
* Detail 2:
- Biggest change: Dual carriageway
- Main road -> Pedestrian zone:
+ North: Shops -> Bus station,
Shopping centre, Car park, New housing
area (can be accessed through a minor
road which is connected with the
carriageway)
+ South: more houses, smaller park
The diagrams illustrate some proposed changes to the central area of the
town of Islip.

It is clear that the principal change to the town will be the construction of a
ring road around the centre. Various other developments with regard to
shops and housing will accompany the building of this road.

Looking at the map of Islip as it is now, we can see that a main road runs
through its centre from east to west. The second map shows the planned
pedestrianisation of this road. Traffic will be diverted on to a dual
carriageway that will form a ring around the town centre.

Currently there is a row of shops along either side of the main road.
However, it appears that the shops along the north side of the new
pedestrian street will be demolished to make way for a bus station,
shopping centre, car park and new housing area. The shops along the south
side of the street will remain, but it seems that the town’s park will be
reduced in size so that more new houses can be built within the ring road.

(Simon, 187 words, band 9)

The maps below show the village of Stokeford in
1930 and 2010.
Summarise the information by selecting and
reporting the main features and make comparisons
where relevant. Write at least 150 words.

1. Analyze
- Time
- Objects

2. Intro
- The two maps illustrate how the village of
Stokeford, situated on the east bank of the
River Stoke, changed over an 80 year period
from 1930 to 2010.
The maps below show the village of Stokeford in
1930 and 2010.
Summarise the information by selecting and
reporting the main features and make comparisons
where relevant. Write at least 150 words.

Overview

Give out a general assessment about the DEGREE and

TREND of the change:
+ Is it a huge change?
+ Where does the change start?
+ What is the purpose of the change?

There was considerable development of the settlement

over these years and it was gradually transformed from
a small rural village into a largely residential area.
Body 1

Feature 1 : The farmland has been built on

Feature 2: The school has been expanded

1.
The most notable change is the presence of housing in
2010 on the areas that were farmland back in 1930.

New roads were constructed on this land and many

residential properties built.

2.
In response to the considerable increase in population,
the primary school was extended to around double the
size of the previous building.
Body 2

Feature 3 : S hops and post office

Feature 4: large house => retirement house.

3.
Whilst the post office remained as a village amenity,
the two shops that can be seen to the north-west of
the school in 1930, no longer existed by 2010, having
been replaced by houses

4.
There also used to be an extensive property standing in
its own large gardens situated to the south-east of the
school.

At some time between 1930 and 2010, this was

extended and converted into a retirement home. This
was another significant transformation for the village.
The maps illustrate some changes that were made to a city hospital's
transport infrastructure between the years 2007 and 2010.

It is noticeable that three main modifications were made to the

hospital’s vehicle access. These involved the building of a new bus
station, new roundabouts and new parking facilities.

Looking at the changes in more detail, we can see that in 2007 there
were three bus stops on either side of Hospital Road. These were no
longer present in 2010, and instead we see the addition of a bus
station on the west side of Hospital Road. This bus station is accessed
via two new roundabouts; the first roundabout is at the intersection of
City Road and Hospital Road, while the second is at the other end of
Hospital Road, at the junction with the hospital ring road.

The two maps also show that changes were made to public and staff
parking areas. In 2007, staff and visitors used the same car park, which
was situated to the east of Hospital Road and accessed via the ring
road. However, by 2010 this original car park had become a designated
area for staff parking only. A new car park, located on the east side of
the ring road, provided parking for members of the public.
The maps below show a bookstore in 2000
and now.
Summarize the information by selecting
and reporting the main features, and
make comparisons where relevant.
Write at least 150 words.
(October 24th, 2020) : The diagrams below show the present building of a college and the
plan for changes to the college site in the future.
 The maps show the current building and site layout of a college, and the proposed future
changes in 2020.
Overall, the main changes to the college will include the expansion and renovation of the college
building, with the addition and removal of several rooms and facilities. A number of changes to facilities
outside of the building are also suggested.
The existing entrance to the building is on the northern side and accessed via a footpath
which runs adjacent to the garden to the north and the carpark on the western side of the building. The
future plans propose that the new entrance will be on the southern side of the building, adjacent to the
main road and bus stop. However, the footpath and garden surrounding the building will be removed,
and the existing car park will be expanded to accommodate more cars.
Inside the building, there is currently a classroom, reception, and library along the
eastern side. The future plans suggest that the reception will be moved to the centre of the building
towards the new entrance in the south, and the library will be relocated to the western side, making way
for four new classrooms. Moreover, the toilets will be moved to the opposite end of the building, where
the current entrance is, and a new shop will be built next to the existing lunch area.
for adjacent to in addition and removal surrounding
the western side new entrance future changes the opposite end suggested
next along accommodate expansion and renovation to
H,W
 SUMMARY: MAPS
Introduction Paraphrase the topic

Overview Single-map description: Double-map description:

Overall, there have been several changes, with most noticeable ones
Compare the similarities & being the addition of [...] as well as the elimination of [...]
differences of 2 proposed
sites Common changes: addition, removal/ elimination, expansion/
renovation

FEW SUBJECTS/ DETAILS MANY SUBJECTS/ DETAILS

Body 1 Describe the location of S1 Describe the position of facilities Group the subjects and make
before any changes happened. comparisons to describe changes.

Body 2 Describe the location of S2 Describe the changes (make Group the remaining subjects and
comparisons between 2 periods make comparisons to describe
of time). changes.
MANUFACTURING PROCESS
Natural Process Manufacturing Process
=> Active Voice => Passive Voice
=> Use Present Simple
The diagram shows how chocolate is produced.
 MANUFACTURING PROCESS
OVERVIEW

• Shows the number of stages with the starting/ending point of

1 the process

• Shows the destinations that the whole process takes place

2

• Shows the main materials of the manufacturing process

3
The diagram shows how chocolate is produced.
 NATURAL PROCESS
BODY

Group the stages into 2 separate paragraphs which

are most reasonable.
 SEQUENCING LANGUAGE
First stage: Once A is finished, B is able to start:
❖ The first stage is when + *Clause* ❖ As a result of + *Noun*, + *Clause*
❖ To begin with, + *Clause* ❖ When + *Clause 1*, + *Clause 2*
❖ The process commences with + *Noun* ❖ As soon as + *Clause 1*, + *Clause 2*
❖ Initially, + *Clause* Final stages:
❖ Subsequently, + *Clause*
Middle stages: ❖ Following this, + *Clause*
❖ This step involves + *Noun* ❖ Once this stage is complete, + *Clause*
❖ Then, + *Clause* ❖ This results in + *Noun*
❖ Once + *Clause 1*, + *Clause 2* ❖ Finally, + *Clause*
❖ After that, + *Clause* ❖ Eventually, + *Clause*
❖ The next stage in the cycle/process is + Noun
❖ While / As + *Clause 1*, + *Clause 2*
 The drawing illustrates the process by which cocoa beans are converted into chocolate.
Overall, there are ten stages throughout the process, (1)_____________ with the cocoa beans
being harvested on the field and culminating in the final product of liquid chocolate in the factory.
The process starts with harvesting ripe cocoa pods, which can be (2)_____________ by their red
outer layer, on cocoa trees that are planted in South America, Africa and Indonesia. Once the cocoa
pods have been (3)_____________, they are cut to collect the white cocoa beans inside. These
beans are then (4)_____________ by a particular set of leaves for fermentation, after which they are
(5)_____________ and baked in the sun. Following this, the dried beans are assembled and
(6)_____________ in large sacks, which are subsequently put onto lorries or trains to be delivered to
the factory for (7)_____________.
At the following stage, as soon as the beans arrive at the factory, they are (8)_____________ and
go through a roasting process in an oven at 350 degree Celsius. Next, the roasted beans are put into
a grinding machine, where they are crushed, and the outer layer are (9)_____________. Two rollers
are then introduced to press the grinded inner part (10)_____________ from the previous phase to
produce liquid chocolate.

Fill in the blank (5 min.)

covered processing commencing scattered unpacked

resulting identified extracted gathered packed
The drawing illustrates the process by which cocoa beans are converted into chocolate.
Overall, there are ten stages throughout the process, commencing with the cocoa beans being
harvested on the field and culminating in the final product of liquid chocolate in the factory.
The process starts with harvesting ripe cocoa pods, which can be identified by their red outer
layer, on cocoa trees that are planted in South America, Africa and Indonesia. Once the cocoa
pods have been gathered, they are cut to collect the white cocoa beans inside. These beans are
then covered by a particular set of leaves for fermentation, after which they are scattered and
baked in the sun. Following this, the dried beans are assembled and packed in large sacks,
which are subsequently put onto lorries or trains to be delivered to the factory for processing.
At the following stage, as soon as the beans arrive at the factory, they are unpacked and go
through a roasting process in an oven at 350 degree Celsius. Next, the roasted beans are put
into a grinding machine, where they are crushed, and the outer layer are extracted. Two rollers
are then introduced to press the grinded inner part resulting from the previous phase to produce
liquid chocolate.

covered processing commencing scattered unpacked

resulting identified extracted gathered packed
 VOCABULARY
I - Verbs related to SOLID 14. fade: làm phai màu
1. lay: đặt 15. draw = extract = remove: trích xuất ra
2. squeeze: ép 16. bend: uốn cong
3. wind: cuộn lại, quấn lại >< unwind: tháo ra 17. form = fabricate = shape = forge
4. reverse: lật ngược 18. rotate = revolve: xoay
5. shrink: co lại 19. fold: gập lại
6. collect = gather ~ harvest: thu thập 20. harden >< soften
7. transport = deliver: vận chuyển 21. sort: lọc
8. be baked in the sun = dry in the sun 22. press = compress: nén
9. accumulate = pile up: chất đống 23. flatten: làm bẹt ra, san phẳng
10. adjust: điều chỉnh 24. grind: nghiền
11. cover ~ surround: bao phủ 25. unfold: mở ra
12. discard = dispose = throw away: loại bỏ 26. absorb: hấp thu
13. store =contain = house: chứa 27. separate: tách ra
 VOCABULARY
I - Verbs related to SOLID
28. classify = categorize = divide: phân loại
29. load: chất hàng
30. distribute: phân phối
31. activate: kích hoạt
32. shred: xé
33. heat: đốt, nung
34. smooth: làm cho nhẵn
35. shovel: xúc bằng xẻng
36. process = treat: chế biến, xử lý
37. hang: treo
38. clean = cleanse = sanitize ~ disinfect: làm sạch, khử
khuẩn
39. strain: làm căng ra
40. layer: xếp thành từng lớp
 VOCABULARY
II - Verbs related to LIQUID 14. shape: tạo hình
1. cool down: làm nguội đi 15. pump: bơm
2. enter = flow into: chảy vào 16. combine = mix = blend: kết hợp, trộn
3. melt into: hòa vào
4. condense = coagulate: làm đặc lại III - Verbs related to GAS
5. move = flow: chảy 1. expand: giãn nở
6. evaporate: bay hơi 2. heat up: đốt nóng
7. circulate: tuần hoàn, lưu thông 3. be fuelled by: được cung cấp nhiên liệu
8. pour into: đổ vào bởi
9. fill up: làm đầy 4. compress: nén
10. filter out: lọc 5. combine: kết hợp
11. lead to: dẫn vào 6. burn: đốt
12. melt: tan chảy 7. release = send out = escape: giải phóng
13. ferment: lên men 8. ignite: đốt cháy
9. convert = transform = turn into: biến đổi
 OTHER PHRASES
1. be obtained by doing sth: thu được nhờ vào
2. be dug out of the ground: được đào lên khỏi mặt đất
3. be placed/put/laid onto a metal grid: được đặt lên 1 vỉ kim loại
4. be put through a roller: được đưa qua băng chuyền
5. be transferred via sth to sth: được đưa qua cái gì tới cái gì
6. be broken into small chunks: được đập thành những mảnh nhỏ
7. be cut by a wire cutter: được cắt bởi kìm cắt dây điện
8. be added into sth: được thêm vào cái gì
9. be packaged: được đóng gói
10. be picked by hand: được hái bằng tay
11. be piped to sth: được dẫn bằng đường ống tới cái gì
12. be driven by: được vận hành bới cái gì
13. excavate a hole: đào 1 cái hố
(March 21st, 2020) : The diagram below shows how to recycle organic waste to produce
fertiliser (compost).
The diagram illustrates the steps by which organic waste is recycled in order to produce compost.
Overall, there are five fundamental steps in the process of (1)____________ fertiliser from recycled
organic waste (2)____________, beginning with the (3)____________ of an empty plastic container
and ending with composted organic garden fertiliser.
The first stage is to (4)____________ a plastic container with approximately 2m³ in (5)____________
that has several holes in both sides to allow air to flow in and out of the container. Next, organic
(6)____________ such as food scraps, grass clippings and newspaper are (7)____________inside
the container in approximately 15-centimetre-thick layers.
At the following stage, hot water and an amount of nitrogen chemical are added to the compost to
(8)____________ in the composting process which follows. During this process, the heat from the
(9)____________ inside will flow out of the air holes on the sides of the container. After six months,
the composted material will be ready to be (10)____________ from the container and used in the
garden as fertiliser.
Fill in the blank (5 min.)
acquire layered preparation substances mixture
making matter removed assist volume
The diagram illustrates the steps by which organic waste is recycled in order to
produce compost.
Overall, there are five fundamental steps in the process of making fertiliser from
recycled organic waste matter, beginning with the preparation of an empty plastic
container and ending with composted organic garden fertiliser.
The first stage is to acquire a plastic container with approximately 2m³ in volume
that has several holes in both sides to allow air to flow in and out of the container.
Next, organic substances such as food scraps, grass clippings and newspaper
are layered inside the container in approximately 15-centimetre-thick layers.
At the following stage, hot water and an amount of nitrogen chemical are added to
the compost to assist in the composting process which follows. During this
process, the heat from the mixture inside will flow out of the air holes on the sides
of the container. After six months, the composted material will be ready to be
removed from the container and used in the garden as fertiliser.
 The diagram shows how chocolate is produced.

Outline: 10 min.
 1. Analyze the topic:
STEP BY STEP
- 10 stages:
 STEP BY STEP
2. Paraphrase the topic
Subject Verb What

The
Topic shows how chocolate is produced
diagram
the production of chocolate from cocoa beans/
The illustrates /
how chocolate is created /
Paraphrase process / describes /
the process by which cocoa beans are converted into
drawing demonstrates
chocolate.
=> Introduction: The drawing illustrates the process by which cocoa beans are converted into
chocolate.
 GENERAL INFORMATION
Dạng bài này không quá khó,
sẽ chỉ khó ở việc tìm từ vựng,
viết thiếu nội dung và viết thiếu
thông tin.
The diagram below shows the
process for recycling plastic
bottles.
Summarise the information
by selecting and reporting the
main features, and make
comparisons where relevant.
 The diagram below shows the process for recycling plastic bottles.
Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.
Step 1: Paraphrase the topic.
The diagram provides/illustratrates ìnormation about the steps that need to be
taken to recycle plastic bottles.

Step 2: Chia process thành các bước, bao nhiêu bước cũng được, nhưng quan trọng
là CÓ THỂ GỌI TÊN ĐƯỢC NÓ RA .
VÍ DỤ: Overall, the entire process contains two main steps, including the collection
and initial categorization of the bottles and treating them in multiple stages to
create new plastic products.
Step 3: Viết body (Lưu ý, vật nào lần đầu tiên nhắc tới thì để A,/AN, còn nhắc tới
lần 2 thì sẽ để THE.)
In the first main stage. Bottles are collected in lảge bín by having people dropping
them ínide before being moved to a specific facility by a large truck. (nếu mà mình
tách riêng vè câu nói về xe, thì câu xe sẽ bị ngắn → gom như này sẽ tiện hơn).
Afterwards, the collected bottles are sỉted out manually by workers to separate
them based on recyclability.

Moving on to the next main phase of the entire process, (dùng action của câu đằng
trước để xác định chủ ngữ câu tiếp theo) the sỏted bottles are compressed into
large blocks bẻoe a crushing force is applied onto them. By using two lảge wheels,
the used bottles are broken down into smaller piếc, which are washed in a tank
filled with liquid. These chunks are then fed into a machine to produce plastic
pellets, which are further heated to produce raw materials. From these materials,
many plastic products, such as bottles, containers, pens, bags, or even clothes, are
produced.
(175 words)
 The given illustration depicts the olive oil production
process.
In general, it is noticeable that there are a total of seven
steps involved, beginning with picking ripe olives from the
_______ (1) and ending with the product being _______ (2)
and sold.
In the first step, farmers gather mature olives from trees
and transport them to a rinsing machine, where they are
cleaned with _______ (3) water. When the olives have been
cleaned, they are sent on a conveyor belt to a machine that
_______ (4) them to remove the pits. At this point, the
olives are processed into a _______ (5) by being crushed up
•trees and the olive seeds removed.
•packaged In the following step, after being placed in a bag with
•cold ________ (6), the olive paste is _______ (7) in a machine,
•grinds and the remaining water is extracted from the oil in a
•paste subsequent step. The last step is for the olive oil to be
•holes packaged and _______ (8) to stores for ______ (9).
•compressed
•distributed
•sale
The given illustration depicts the olive oil production process.
In general, it is noticeable that there are a total of seven steps
involved, beginning with picking ripe olives from the trees and
ending with the product being packaged and sold.

In the first step, farmers gather mature olives from trees and
transport them to a rinsing machine, where they are cleaned
with cold water. When the olives have been cleaned, they are
sent on a conveyor belt to a machine that grinds them to
remove the pits. At this point, the olives are processed into a
paste by being crushed up and the olive seeds removed.

In the following step, after being placed in a bag with holes, the
olive paste is compressed in a machine, and the remaining
water is extracted from the oil in a subsequent step. The last
step is for the olive oil to be packaged and distributed to stores
for sale.
WRITING: PROCESS
Natural Process Manufacturing Process
=> Active Voice => Passive Voice
=> Use Present Simple
 • Then • Finally,
• Initially
• Subsequently • The last/final stage in
• To begin with
• At this point the process is that …
• First of all
• Following that, • The process finishes
• In the first step,
• The second stage is that… with …
• The first step is that
• In the next/subsequent step, • The process
• The first stage is that
• … followed by …. concludes with ….
• After that,
• The process continues with …
• The next step/ stage is …
• Next
 The diagram shows the main stages in the process of converting
animal hide into leather goods.

Overall, it can be seen that ____________ the process, the hide is

submerged in three different kinds of liquid.

At the ____________ stage of the process, the hide is hung in the

open air to dry. ____________, it is transported by lorry to the
factory for processing. ____________ the hide arrives at the
factory, it is washed with soap and is ________________ soaked in
lime. Having __________________ this way, the hide is
____________ sent to a large rolling machine where it is flattened.
At the ____________ stage, it is soaked in a liquid called tannin,
which is a mixture of vegetable matter and water. This is
________________ a polishing stage where small rollers are used.

____________, the leather is transported to a different factory

1. After that 6. been cleaned where it is manufactured into various products such as shoes,
2. Followed by 7. finally handbags and sports equipment.
3. Following 8. subsequently
4. First 9. then
5. During 10. once
The diagram shows the main stages in the process of converting animal hide into leather goods.

during
Overall, it can be seen that ____________ the process, the hide is submerged in three different
kinds of liquid.

first
At the ____________ After that
stage of the process, the hide is hung in the open air to dry. ____________,
it is transported by lorry to the factory for processing. ____________
Once the hide arrives at the
factory, it is washed with soap and is ________________ subsequently soaked in lime. Having
been cleaned
__________________ then
this way, the hide is ____________ sent to a large rolling machine where
it is flattened. At thefollowing
____________ stage, it is soaked in a liquid called tannin, which is a
mixture of vegetable matter and water. Thisfollowed by
is ________________ a polishing stage where small
rollers are used.

Finally
____________, the leather is transported to a different factory where it is manufactured into
various products such as shoes, handbags and sports equipment.
Natural Process
 STEPS
Analyze the process (The start/end of the process,
1 number of stages, relationship between stages,…)

2 Paraphrase the topic

3 Find out noticeable features and write the Overview

4 Pick out the information to put into 2 body paragraphs

The diagram shows the life cycle of a honey bee.

=> The diagram illustrates the various stages in the life of a

honey bee.
 The diagram shows the life cycle of a honey bee.

=> The diagram illustrates the various stages in the life of a

honey bee.
Overview

• Shows the number of stages with the starting and ending point of
the process
• The cycle’s length of time/ differences between stages/ Divide into
groups of stages

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.
Body 1

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.

Body 2

During the third stage of the life cycle, the nymph grows in
size and sheds its skin three times.

This moulting first takes place 5 days after the egg hatches,
then 7 days later, and again another 9 days later.

After a total of 30 to 31 days from the start of the cycle, the

young adult honey bee emerges from its final moulting stage,
and in the space of only 4 days it reaches full maturity.
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
(1) _______________; 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, (2) __________.

During the third stage of the life cycle, the nymph (3)
________________ and (4) _______________three times.
This moulting first takes place 5 days after the egg hatches,
then 7 days later, and again another 9 days later. After a total
of 30 to 31 days from the start of the cycle, the young adult
honey bee emerges from its final moulting stage, and in the
space of only 4 days (5) ____________________.

(Simon, 169 words, band 9)

The diagram illustrates the various stages in the life of a
honey bee. We can see that the complete life cycle lasts
between 34 and 36 days. It is also noticeable that there are
five main stages in the development of the honey bee,
from egg to mature adult insect.

The life cycle of the honey bee begins when the female
adult lays an egg; the female typically lays one or two
eggs every 3 days. Between 9 and 10 days later, each egg
hatches and the immature insect, or nymph, appears.

During the third stage of the life cycle, the nymph grows
in size and sheds its skin three times. This moulting first
takes place 5 days after the egg hatches, then 7 days later,
and again another 9 days later. After a total of 30 to 31
days from the start of the cycle, the young adult honey
bee emerges from its final moulting stage, and in the
space of only 4 days it reaches full maturity.

(Simon, 169 words, band 9)

✔ experience/undergo significant changes: trải qua những thay đổi đáng kể
✔ pass through three distinct physical stages: trải qua ba giai đoạn vật lý khác nhau
✔ spawn/ lay (a couple of/ a massive number of) eggs: đẻ một vài / một số lượng lớn trứng
✔ incubate (v) – Incubation (n): ấp trứng
✔ hatch within 3 to 5 days: nở trong vòng 3 đến 5 ngày
✔ hatch into …: nở thành con gì => appear, emerge: xuất hiện
✔ 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
✔ grow to adult size/ grow to maturity/ turn into an adult/ reach its full maturity: đạt tới
giai đoạn trưởng thành
✔ feed on…: ăn cái gì
✔ 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
✔ make mass migration across long distances: thực hiện di cư hàng loạt 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
✔ 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
The diagram below shows the life cycle of a salmon, from egg to adult
fish

=> The diagram illustrates the stages in the life of a salmon, from birth to
maturity
The diagram below shows the life cycle of a salmon, from egg to adult
fish

=> The diagram illustrates the stages in the life of a salmon, from birth to
maturity

Overview

• Shows the number of stages with the starting and ending point of
the process
• The cycle’s length of time/ differences between stages/ Divide into
groups of stages

It is clear that there are six* main stages as the salmon develops from
egg to mature adult.

We can also see that salmon spend time in three distinct locations
during the cycle, moving from river to estuary to ocean and then back
upstream.
• “Overall, there are three main stages in the life cycle of
salmon, starting with salmon eggs in the upper river.”

• “Overall, it can be seen that the first two stages of the

salmon’s life cycle occur in freshwater environment
while the third stage takes place in saltwater.”
Body 1

Salmon begin their lives in rivers where the adult fish lay and incubate
their eggs.

After emerging from eggs, the young salmon spend the next stage of
their lives being reared in freshwater areas.

Then, at some point in their development, the fish swim downstream

to river estuaries where rearing continues.
Body 2

Following the estuary rearing period, the maturing salmon migrate to

the ocean, where they eventually become fully grown adults.

Finally, the adult fish travel back upstream to spawning areas of

rivers; here they reproduce and lay their eggs, and the life cycle
begins anew.
The diagram illustrates the stages in the life of the salmon, from birth to
maturity.

It is clear that there are six* main stages as the salmon develops from
egg to mature adult. We can also see that salmon spend time in three
distinct locations during the cycle, moving from river to estuary to ocean
and then back upstream.

Salmon begin their lives in rivers where the adult fish ___ and ______
their eggs. After emerging from eggs, the young salmon spend the next
stage of their lives being ______ in freshwater areas. Then, at some
point in their development, the fish swim downstream to river estuaries
where rearing continues.

Following the estuary rearing period, the maturing salmon _____ to the
ocean, where they eventually become fully grown adults. Finally, the
adult fish travel back upstream to spawning areas of rivers; here they
_______ and lay their eggs, and the life cycle begins anew.
The diagram below shows the water cycle, which is the continuous movement of
water on, above and below the surface of the Earth.

The picture illustrates the way in which water

passes from ocean to air to land during the natural
process known as the water cycle.
The diagram below shows the water cycle, which is the continuous movement of
water on, above and below the surface of the Earth.

Overview

• Shows the number of stages with the starting and

ending point of the process
• The cycle’s length of time/ differences between
stages/ Divide into groups of stages

Three main stages are shown on the diagram.

Ocean water evaporates, falls as rain, and eventually
runs back into the oceans again.
Body 1

Beginning at the evaporation stage, we can see

that 80% of water vapour in the air comes from the
oceans.

Heat from the sun causes water to evaporate, and

water vapour condenses to form clouds.

At the second stage, labelled ‘precipitation’ on the

diagram, water falls as rain or snow.
Body 2

At the third stage in the cycle, rainwater may take

various paths.

Some of it may fall into lakes or return to the oceans

via ‘surface runoff’.

Otherwise, rainwater may filter through the ground,

reaching the impervious layer of the earth.

Salt water intrusion is shown to take place just

before groundwater passes into the oceans to
complete the cycle.
The picture illustrates the way in which water passes from
ocean to air to land during the natural process known as the
water cycle.

Three main stages are shown on the diagram. Ocean water

evaporates, falls as rain, and eventually runs back into the
oceans again.

Beginning at the evaporation stage, we can see that 80% of

water vapour in the air comes from the oceans. Heat from
the sun causes water to _________, and water vapour
_________ to form clouds. At the second stage, labelled
‘precipitation’ on the diagram, water falls as rain or snow.

At the third stage in the cycle, rainwater may take various

paths. Some of it may fall into lakes or return to the oceans
via ‘surface runoff’. Otherwise, rainwater may _______
through the ground, reaching the impervious layer of the
earth. Salt water intrusion is shown to take place just before
groundwater _______ the oceans to complete the cycle.
Describe a life cycle of a butterfly
 STEP BY STEP
3. Find out noticeable features and write the overview
- Method #1:
+ 3 main stages
+ Starting point: salmon eggs in the upper river
- Method #2: almost 10 years
- Method #3: different locations
- Method #4:
+ First 2 stages: freshwater
+ Final stage: saltwater
Overall, there are … main stages in the life cycle of …, starting with
… and continuing until they become fully-grown adults.
 NATURAL PROCESS
BODY

Group the stages into 2 separate paragraphs

which are most reasonable.