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IELTS NGUYỄN HUYỀN
KHÓA HỌC
IELTS WRITING CƠ BẢN
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CÁCH HỌC KHÓA
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Vậy nên chúng ta hãy ưu tiên học theo thứ tự
của khóa nhé.
093 663 5052
HỌC 1 ÁP DỤNG 10
Sau mỗ i bài học, chúng ta hãy ngồ i lại, phân 093 663 5052
tích thật kỹ những công thức, từ vựng quan
trọng (thường là từ vựng theo chủ đề và từ
đồ ng nghĩa) của bài học đó.
Chúng ta hãy đặt mục tiêu học (n) từ/bài, sau
đó tìm mọi cách để áp dụng các từ đã học.
Hãy luôn đảm bảo mình đặt chấ t lượng lên trên
số lượng. Thà học ít từ/ buổi nhưng thực hành
viế t câu sử dụng các cụm từ đó, còn hơn học
nhiề u từ mà không tìm cách áp dụng.
SAU KHI HỌC XONG KHÓA

Khóa học sẽ trang bị cho chúng ta những gì cơ
bản nhấ t: cách làm các dạng trong từng Task,
cách viế t từng phầ n, cách triển khai ý tưởng,
cách chọn số liệu, ...
Tuy nhiên, chúng ta cầ n mang những kiế n thức
này đi thực hành:
Phân tích các bài mẫ u để tích lũy thêm ý
tưởng, từ vựng cho các chủ đề khác.
Thực hành viế t từng phầ n: Mở - Thân - Kế t
Viế t lại các bài trong khóa sử dụng các từ
vựng đã học.
...
One step at a time is all it takes to get

you there - Emily Dickinson
MỤC LỤC TASK 1
Page
LESSON 1: TỔNG QUAN IELTS WRITING TASK 1 ....................................................................................................... 1
LESSON 2: BỘ TỪ VỰNG 1
TOPIC 1: Từ vựng xu hướng ............................................................................................................................... 4
TOPIC 2: Từ vựng so sánh .................................................................................................................................. 7
TOPIC 3: Từ vựng dự đoán và các điểm quan trọng ..................................................................................... 9
LESSON 3: LINE GRAPH
TOPIC 1: Average CO2 emissions ...................................................................................................................... 11
TOPIC 2: Meat/Fish consumption ..................................................................................................................... 15
LESSON 4: BAR CHART
TOPIC 1: Owned and rented accommodation ............................................................................................... 18
TOPIC 2: Destinations of UK students ............................................................................................................. 21
LESSON 5: PIE CHART
TOPIC 1: Populations of Yemen & Italy ........................................................................................................... 24
TOPIC 2: Proportions of three nutrients ......................................................................................................... 27
LESSON 6: TABLE
TOPIC 1: Enrolments at Bristol university ...................................................................................................... 30
TOPIC 2: Consumer spending ........................................................................................................................... 33
LESSON 7: MULTIPLE GRAPHS AND CHARTS
TOPIC 1: Energy use ............................................................................................................................................ 36
TOPIC 2: Farmland degradation ........................................................................................................................ 39
LESSON 8: BỘ TỪ VỰNG 2 ............................................................................................................................................. 42
LESSON 9: PROCESS 1: Man-made Process ............................................................................................................... 45
LESSON 10: PROCESS 2 - Natural + Man-made process .......................................................................................... 48
LESSON 11: BỘ TỪ VỰNG 3 ........................................................................................................................................... 51
LESSON 12: MAP 1 - The development of a village ................................................................................................... 54
LESSON 13: MAP 2 - The layout of a public part ........................................................................................................ 57
MỤC LỤC TASK 2
Page
LESSON 14: TỔNG QUAN IELTS WRITING TASK 2 ..................................................................................................... 60
LESSON 15: TỪ VỰNG & CẤ U TRÚC QUAN TRỌNG .................................................................................................. 62

LESSON 16: CÁCH TRIỂN KHAI Ý TƯỞNG ................................................................................................................... 64
LESSON 17: CÁCH VIẾ T ĐOẠN BODY 1 Ý TƯỞNG ..................................................................................................... 65
LESSON 18: DẠNG PROBLEM SOLUTION 1 ................................................................................................................. 66
Sườn mẫ u Cause + Solution
Chủ đề Global warming
LESSON 19: DẠNG PROBLEM SOLUTION 2 ................................................................................................................ 69
Áp dụng thực hành
Chủ đề Crime
LESSON 20: DẠNG DISCUSSION 1 ................................................................................................................................ 72
Sườn mẫ u Discuss both views + opinion
Chủ đề Government spending
LESSON 21: DẠNG DISCUSSION 2 ................................................................................................................................ 75
Áp dụng thực thành
Chủ đề Education
LESSON 22: DẠNG AGREE OR DISAGREE 1 ................................................................................................................. 78
Sườn mẫ u 1
Chủ đề Education
LESSON 23: DẠNG AGREE OR DISAGREE 2 ................................................................................................................. 81
Sườn mẫ u 2
Chủ đề Environment
LESSON 24: DẠNG ADVANTAGE & DISADVANTAGE 1 ............................................................................................. 84
Sườn mẫ u cho 4 cách trả lời
Chủ đề Living alone
LESSON 25: DẠNG ADVANTAGE & DISADVANTAGE 2 ............................................................................................. 89
Áp dụng thực hành
Chủ đề Tourism
LESSON 26: DẠNG 2-PART QUESTION 1 ..................................................................................................................... 92
Linh hoạt áp dụng
Chủ đề Researching the history of a house
LESSON 27: DẠNG 2-PART QUESTION 2 ..................................................................................................................... 95
Linh hoạt áp dụng
Chủ đề Home ownership
LESSON 1. TỔNG QUAN VỀ IELTS WRITING TASK 1
I. THÔNG TIN QUAN TRỌNG
WRITING TASK 1
You should spend about 20 minutes on this task.
The charts below give information on the ages of the

populations of Yemen and Italy in 2000 and projections
for 2050.
Summarise the information by selecting and reporting the

main features, and make comparisons where relevant.
Write at least 150 words.
II. TIÊU CHÍ CHẤ M
Task Achievement Lexical Resource
Coherence and Cohesion Grammatical Range and Accuracy
IELTS Nguyễn Huyền

1
093 663 5052 ielts-nguyenhuyen.com tuvan@ielts-nguyenhuyen.com
III. CÁC DẠNG BIỂU ĐỒ
5) Multiple
1) Line graph 2) Bar chart 3) Pie chart 4) Table
graphs/charts
01
6) Process 7) Map
02 03
IV. CÁC BỘ TỪ VỰNG
Line graph
Bar chart
BỘ TỪ VỰNG 1 01 Pie chart
Table
Multiple graphs/charts
BỘ TỪ VỰNG 2 02 Process
BỘ TỪ VỰNG 3 03 Map

2
LESSON 2. TOPIC 1. TỪ VỰNG XU HƯỚNG
I. BẢNG TỪ VỰNG XU HƯỚNG CƠ BẢN
XU HƯỚNG TỪ VỰNG MỨC ĐỘ SỐ LIỆU
TĂNG
GIẢM
DAO ĐỘNG
GIỮ ỔN ĐỊNH

3
noun adj
XU HƯỚNG TỪ VỰNG MỨC ĐỘ SỐ LIỆU
TĂNG
GIẢM
1. From 1967 to 2007, the amount of CO2

produced per person in the UK declined
steadily from nearly 11 metric tonnes to
around 9 metric tonnes.
2. From 1967 to 1977, CO2 emissions per person
in Sweden increased rapidly to around 10.5
metric tonnes.
3. From 1977 to 2007, CO2 emissions per person
in Sweden declined significantly to around 5.5
metric tonnes.

4
II. BẢNG TỪ VỰNG XU HƯỚNG MỞ RỘNG
XU HƯỚNG TỪ VỰNG VÍ DỤ
TĂNG
GIẢM
1. From 1967 to 1977, CO2 emissions per person in

Sweden increased rapidly to around 10.5
metric tonnes.
2. From 1977 to 2007, CO2 emissions per person in
Sweden declined significantly to around 5.5
metric tonnes.

5
The graph below shows the consumption of fish and some
different kinds of meat in a European country between 1979 and
2004.
Fish and meat consumption
The chart shows the number of shops that closed and the
number of new shops opening in a country from 2011 to 2018.
Number of shop closures and openings 2011-2018

6
LESSON 2. TOPIC 2. TỪ VỰNG SO SÁNH
SO SÁNH TỪ VỰNG VÍ DỤ
Cùng xu hướng:
Similarly, ...
show a similar pattern
2 CÂU Trái/khác xu hướng
By contrast, ...
show a different pattern
2 VẾ Vế 1, while vế 2

7
Country A B C
Italy 16.36% 9.00% 3.20%
Ireland 28.9% 6.43% 2.21%
Spain 18.80% 6.51% 1.98%
Sweden 15.77% 5.40% 3.22%
Turkey 31.14% 6.63% 4.35%
SO SÁNH TỪ VỰNG VÍ DỤ
NHẤ T
HƠN
BẰ NG

8
LESSON 2. TOPIC 3. TỪ VỰNG DỰ ĐOÁN & CÁC ĐIỂM QUAN TRỌNG
I. BẢNG TỪ VỰNG DỰ ĐOÁN

The charts below give information on the ages of the The graph below gives information from a 2008
populations of Yemen and Italy in 2000 and projections report about consumption of energy in the USA
for 2050. since 1980 with projections until 2030.
DỰ ĐOÁN TỪ VỰNG VÍ DỤ
Paraphrase

9
Beef Lamb
I. BẢNG TỪ VỰNG CHO CÁC ĐIỂM QUAN TRỌNG 100
75
50
25
0
1990 1992 1994 1996 1998 2000
ĐIỂM TỪ VỰNG VÍ DỤ
ĐẦ U/CUỐ I
BẤ T KỲ
CAO NHẤ T/
THẤ P NHẤ T
VƯỢT QUA

10
LESSON 3. TOPIC 1. LINE GRAPH 1
I. CẤ U TRÚC BÀI
INTRO
OVERVIEW
BODY 1
BODY 2
II. BỐ N BƯỚC QUAN TRỌNG
BƯỚC 1
BƯỚC 2
BƯỚC 3
BƯỚC 4

11
III. THỰC HÀNH
The graph below shows average carbon dioxide (CO2) emissions per person in the
United Kingdom, Sweden, Italy and Portugal between 1967 and 2007.
BƯỚC 1. PHÂN TÍCH

1. Dạng:
2. Trục tung: Trục hoành:
3. Đơn vị:
4. Chủ đề /đố i tượng:
5. Thì:
BƯỚC 2. LẬP DÀN Ý
OUTLINE
OVERVIEW BODY

12
BƯỚC 3+4. VIẾ T & KIỂM TRA
INTRO
OVERVIEW
BODY 1
BODY 2

13
The line graph compares the amount of carbon dioxide (CO2) VOCAB
emitted per person in four different countries from 1967 to
2007.
Overall, the average CO2 emissions per person in the UK and

Sweden decreased, while the figures for Italy and Portugal
increased significantly. In addition, of the four countries, the
amount of CO2 produced in the UK was the highest in each
year.
In 1967, CO2 emissions per person in the UK stood at close to

11 metric tonnes; this figure then declined steadily to around
9 metric tonnes in 2007. Sweden saw a slightly different
pattern. From 1967 to 1977, Sweden’s CO2 emissions rose
from nearly 9 metric tonnes to just over 10 metric tonnes
before decreasing significantly to about 5.5 metric tonnes in
2007.
Turning to the remaining countries, in 1967 the amount of CO2

emitted per person in Italy stood at nearly 4.2 metric tonnes.
It then rose to about 7.8 metric tonnes in 1997 and remained
relatively stable until 2007. Similarly, Portugal’s figure saw a
significant increase of around 4.5 metric tonnes between 1967
and 1997 and remained at roughly 5.5 metric tonnes until
2007.

14
LESSON 3. TOPIC 2. LINE GRAPH 2
The graph below shows the consumption of fish and different kinds of meat in a
European country between 1979 and 2004.

1. Dạng:
3. Đơn vị:
5. Thì:
OUTLINE
OVERVIEW BODY

15
INTRO
OVERVIEW
BODY 1
BODY 2

16
The line graph compares the amount of fish, beef, lamb, and VOCAB
chicken consumed in a nation in Europe from 1979 to 2004.
Overall, chicken consumption increased, while the figures for

beef, lamb, and fish decreased. In addition, fish consumption
was the lowest of the four types of food over the period
shown.
In 1979, beef consumption per person per week was the

highest of the four foods, at around 220 grams. This figure
then rose to a peak of about 240 grams in 1983 before falling
by more than half to roughly 110 grams in 2004. Similarly,
lamb consumption declined significantly from about 150
grams in 1979 to approximately 65 grams in 2004.
The amount of chicken consumed per person per week stood

at around 140 grams in 1979. This figure increased and
overtook that of beef in 1988 before rising to just over 250
grams in 2004. By contrast, fish consumption saw a slight
decrease of 20 grams, from roughly 60 grams to 40 grams
between 1979 and 2004.

17
LESSON 4. TOPIC 1. BAR CHART 1
The chart below shows the percentage of households in owned and rented
accommodation in England and Wales between 1918 and 2011.

1. Dạng:
3. Đơn vị:
5. Thì:
OUTLINE
OVERVIEW BODY

18
INTRO
OVERVIEW
BODY 1
BODY 2

19
The bar chart compares the proportion of households who VOCAB
owned and rented accommodation in England and Wales from
1918 to 2011.
Overall, home ownership increased, while the figure for rented

properties decreased over the period shown. In addition,
initially, more people lived in rented accommodation, but
home ownership became more common over the final thirty
years.
In 1918, nearly 80% of households in England and Wales

rented their houses, while the figure for homeowners was
significantly lower, at about 23%. The percentage of renters
then declined to just below 70% in 1939, remained stable in
1953 before decreasing to 50% in 1971. By contrast, home
ownership increased to just over 30% in 1939, stayed there in
1953 and then continued rising to equal renting, at 50%, in
1971.
From 1971 onwards, the proportion of households in rented

accommodation declined to slightly above 30% before rising
by roughly 5% in 2011, while home ownership continued rising
to reach a peak of nearly 70% in 2001, then decreased to just
below 65% in the last year.

20
LESSON 4. TOPIC 2. BAR CHART 2
The charts below show what UK graduate and postgraduate students who did not go
into full-time work did after leaving college in 2008.
Destinations of UK graduates (excluding full-time work) 2008 BƯỚC 1. PHÂN TÍCH

1. Dạng:
number of graduate students
2. Trục tung/Trục hoành:
Destinations of UK postgraduates (excluding full-time work) 2008

number of postgraduate students
3. Đơn vị:
5. Thì:
OUTLINE
OVERVIEW BODY

21
INTRO
OVERVIEW
BODY 1
BODY 2

22
The two bar charts compare what graduates and
postgraduates in the UK who did not have a full-time job did
after graduating from college in 2008.
Overall, the number of graduates was significantly higher than

that of postgraduates in each category. In addition, further
study was the most common option for both student groups,
while doing voluntary work was the least popular choice.
In 2008, nearly 30,000 graduate students in the UK decided

to continue their studies, while the figures for those doing
part-time jobs and those who could not find a job after leaving
college were much lower, at close to 17,800 and over 16,200
respectively. The number of students who chose to do unpaid
work was the lowest, at 3,500.
Postgraduates saw a similar pattern. The most common

destinations for this group were further study and part-time
work, at slightly over 2,700 and around 2,500 students
respectively. More than 1,600 students were unemployed
after graduation, while the number of those who decided to
do voluntary work was only 345.

23
LESSON 5. TOPIC 1. PIE CHART 1
The charts below give information on the ages of the BƯỚC 1. PHÂN TÍCH
populations of Yemen and Italy in 2000 and 1. Dạng:
projections for 2050. 2. Miế ng bánh:
3. Đơn vị:
5. Thì:
OUTLINE
OVERVIEW BODY

24
INTRO
OVERVIEW
BODY 1
BODY 2

25
The four pie charts compare the age structures of two VOCAB
different countries, Yemen and Italy, in the year 2000 and
predictions for 2050.
Overall, Yemen had a younger population than Italy in 2000

and the same is predicted for 2050. In addition, it is expected
that the populations of both countries will age by 2050.
In 2000, just over half of Yemen’s population were 14 or

under, while the figure for those aged 15 to 59 was slightly
lower, at 46.3%, and people aged 60 or over accounted for
only 3.6%. Italy had an older population. About a quarter of
Italian people were 60 or over, while more than 60% were
people aged 15 to 59, and 14.3% were children.
By 2050, it is predicted that the percentage of old people in

Italy will nearly double to 42.3%, while the figures for the 15 to
59 group and children will decline by over 15% and nearly 3%,
respectively. In Yemen, the proportion of children is
anticipated to decline to 37%, while the percentages of the 15
to 59 and oldest group are expected to see a rise of 11% and
2.1%, respectively.

26
LESSON 5. TOPIC 2. PIE CHART 2
The charts below show the average percentages in BƯỚC 1. PHÂN TÍCH
typical meals of three types of nutrients, all of which 1. Dạng:
may be unhealthy if eaten too much. 2. Miế ng bánh:
Average percentages of sodium, saturated fat and
added sugar in typical meals consumed in the USA
3. Đơn vị:
5. Thì:
OUTLINE
OVERVIEW BODY

27
INTRO
OVERVIEW
BODY 1
BODY 2

28
The three pie charts compare the proportions of sodium, VOCAB
saturated fat, and added sugar in four different meals in the
US, all of which may be unhealthy if consumed in excessive
amounts.
Overall, the percentages of sodium and saturated fat are the

highest in dinner, while snacks contain the most sugar. In
addition, breakfast contains a much lower proportion of these
three nutrients, compared to the other meals.
Of the four meals, dinner contains the highest proportion of

sodium, at 43%, while the figure for lunch is lower, at 29%. The
other meals contain the same percentage of this nutrient, at
14% each. Saturated fat follows a similar pattern. Dinner
contains the most saturated fat, at 37%, while breakfast
contains the least, at only 16%. The figures for lunch and
snacks are 26% and 21%, respectively.
The percentage of added sugar is the highest in snacks, at

42%, and lowest in breakfast, at 16%. Lunch contains 19% of
the total added sugar, while the figure for dinner is slightly
higher, at 23%.

29
LESSON 6. TOPIC 1. TABLE 1
The table below gives information about student BƯỚC 1. PHÂN TÍCH
enrolments at Bristol University in 1928, 1958 and 1. Dạng:
2008. 2. Cột/dòng:
3. Đơn vị:
5. Thì:
OUTLINE
OVERVIEW BODY

30
INTRO
OVERVIEW
BODY 1
BODY 2

31
The table compares the proportion of students who enrolled VOCAB
at Bristol University in three different years.
Overall, student enrolments at Bristol University rose

significantly over the period shown. In addition, the
proportion of international students saw a dramatic increase,
while the figure for students who came from within 30 miles of
Bristol decreased considerably.
In 1928, only 218 people enrolled at Bristol; this figure then

increased nearly fivefold to just over 1,000 in 1958 and
continued rising to nearly 6,400 students in 2008. In 1928,
male students outnumbered their female counterparts, at
58% and 42% respectively. In 2008, however, more than half
of the total number of students were females, while 46% were
males.
In 1928, half of the students who enrolled at this university

came from within 30 miles of Bristol, but this number declined
dramatically to between 1% and 2% in 2008. By contrast, the
figure for overseas students saw a rise of 23%, from only 5% to
28%, during this time frame. The number of nationalities of
these students also rose, from 3 countries in 1928 to 98
countries in 2008.

32
LESSON 6. TOPIC 2. TABLE 2
The table below gives information on consumer BƯỚC 1. PHÂN TÍCH

spending on different items in five different countries 1. Dạng:
in 2002. 2. Cột/dòng:
Percentage of national consumer expenditure by category - 2002
3. Đơn vị:
BƯỚC 2. LẬP DÀN Ý 5. Thì:
OUTLINE
OVERVIEW BODY

33
INTRO
OVERVIEW
BODY 1
BODY 2

34
The table compares the percentage of consumer spending on VOCAB
three different categories in five nations in the year 2002.
Overall, spending on food, drinks and tobacco was the highest

in all five countries, while expenditure on leisure and
education accounted for the lowest percentage.
In 2002, Turkey spent the highest proportion on food, drinks,

and tobacco, at just over 32%, while the figure for Ireland was
slightly lower, at 29%, and Sweden spent the least on this
category, at 15.77%. Each country spent less than 5% of its
budget on leisure and education. Of the five nations, the
percentage of expenditure on this group was the highest in
Turkey, at 4.35%, and lowest in Spain, at nearly 2%.
The proportion of spending on footwear and clothing was the

highest in Italy, at exactly 9%, while Sweden spent the least on
this group, at only 5.4%. The figures for the other countries
were roughly similar, at about 6.5% each.

35
LESSON 7. TOPIC 1. MULTIPLE GRAPHS & CHARTS 1

The pie chart below shows where energy is used in a typical
1. Dạng:
Australian household, and the table shows the amount of
2. Miế ng bánh - Cột/dòng:
electricity used according to the number of occupants.
3. Đơn vị:
5. Thì:
OUTLINE
OVERVIEW BODY

36
INTRO
OVERVIEW
BODY 1
BODY 2

37
The pie chart shows how the average household in Australia VOCAB
uses energy for different purposes, and the table compares
electricity consumption based on occupant numbers.
Overall, heating and cooling and water heating account for the
majority of the total energy use. In addition, the amount of
electricity consumed per person per year declines when the
number of people living in a house increases.
The average Australian household uses 38% of their total

energy for heating and cooling and a quarter for water
heating. The proportions of energy used for lighting and
fridges and freezers are the same, at 7% each, while the figures
for cooking and standby power are lower, at 4% and 3%
respectively. The other appliances account for the remaining
16%.
A single-person household consumes from 5,000 to 6,500

kilowatt-hours (kWh) of electricity each year, while the figure
for households with two people living together is slightly
higher, at between 6,000 and 8,000 kWh. A three-person
household uses up to 10,000 kWh of electricity per year,
while the consumption of a six-person household is double
that of a two-person household.

38
LESSON 7. TOPIC 2. MULTIPLE GRAPHS & CHARTS 2
The pie chart shows the main reasons why agricultural land BƯỚC 1. PHÂN TÍCH
becomes less productive. The table shows how these causes 1. Dạng:
affected three regions of the world during the 1990s. 2. Miế ng bánh - Cột/dòng:
Causes of worldwide land degradation
3. Đơn vị:
5. Thì:
OUTLINE
OVERVIEW BODY

39
INTRO
OVERVIEW
BODY 1
BODY 2

40
The pie chart compares different reasons for farmland VOCAB
degradation around the world, while the table indicates how
these causes impacted North America, Europe, and Oceania
during the 1990s.
Overall, a higher proportion of agricultural land is degraded by

over-grazing than by the other reasons given. In addition, of
the three regions, Europe had the highest percentage of land
degraded.
Over-grazing is responsible for 35% of the total farmland

degraded worldwide, while the proportions of land degraded
by deforestation and over-cultivation are slightly lower, at
30% and 28% respectively. Other causes account for the
remaining 7% of land degradation.
During the 1990s, the proportion of land degraded was the

highest in Europe, at 23%, and lowest in North America, at 5%,
while Oceania had 13% of its land degraded. In Oceania, the
majority of land degradation, 11.3%, was because of over-
grazing, while over-cultivation caused the most land degraded
in North America, 3.3%. In Europe, the highest percentage of
land became less productive due to deforestation.

41
LESSON 8. BỘ TỪ VỰNG 2 - TỪ VỰNG CHO DẠNG PROCESS
I. MAN-MADE PROCESS
TỪ VỰNG (SEQUENCING WORDS)
GIAI ĐOẠN 1
SAU ĐÓ
CUỐ I CÙNG
BỊ ĐỘNG
Thì S+V+O
CÔNG THỨC S + to be V3 + by O
VÍ DỤ

42
The picture below shows the recycling process of
wasted glass bottles.
STAGE 1
THÊM VÀO PHÂN LOẠI

X is added to Y X is sorted by hand
X is sorted by colour
TRỘN LẪ N X is sorted according to ...
X and Y are mixed together.
LIÊN QUAN ĐẾ N NHIỆT ĐỘ
LOẠI BỎ/ BỎ RA X is heated at a high/moderate/low temperature (of ...)
X is removed X is dried in the sun
X is taken out X is boiled (at a temperature of ...)
NGHIỀ N VẬN CHUYỂN

X is crushed X is transported/delivered/ taken to + place
X is crushed by + ... X is transported/delivered/ taken to + place + by truck
X is crushed into powder
ĐÓNG GÓI
RỬA/LÀM SẠCH X is packaged (in large bags, ...)
X is cleaned X is put into bags
X is washed
X is purified
ĐẶT/ĐỂ VÀO ĐÂU

X is placed (in a kiln/ ...)

43
II. NATURAL PROCESS
The diagram below shows the life cycle of a honey bee.
TỪ VỰNG (SEQUENCING WORDS)
GIAI
ĐOẠN 1
SAU ĐÓ
ĐẺ TRỨNG
the female ... lays an egg
the female ... lays two/ a couple of/ a
massive number of eggs
TRỨNG NỞ CUỐ I
each egg hatches into Z CÙNG
the eggs hatch into Z
THAY DA
X moults several times/ three times ...
X sheds its skin
PHÁT TRIỂN
X grows (quickly/significantly) in size
X becomes much bigger/longer/ ...
X is between 2 and 5 centimetres long

X can grow up to 2-5 centimetres (in length)
TRƯỞNG THÀNH
X reaches full maturity
X becomes a fully-grown adult
ĂN
X feeds on ...

44
LESSON 9. MAN-MADE PROCESS
The diagrams below show the stages and equipment used in BƯỚC 1. PHÂN TÍCH
the cement-making process, and how cement is used to 1. Dạng:
produce concrete for building purposes. 2. Chủ đề /đố i tượng:
3. Bước, giai đoạn:
4. Thì:
OUTLINE
OVERVIEW BODY

45
INTRO
OVERVIEW
BODY 1
BODY 2

46
The diagrams illustrate the various stages in the production of VOCAB
cement and the way that cement is used to make concrete.
Overall, there are five different steps in the process of making

cement, from the mixing of two raw materials to the packaging
of the finished products, while the production of concrete is a
simpler process with only two main steps.
At the first stage in the cement-making process, limestone and

clay are crushed together into powder. After that, the powder
is passed through a mixer and then it is rotated and heated at
a high temperature. Next, the resulting mixture is ground into
cement, which is put into bags, ready to be used for different
building purposes.
Turning to the process of producing concrete, cement, water,

sand and small stones called gravel, are added to a mixer and
rotated to create concrete. Half of the resulting concrete is
comprised of gravel, a quarter is sand, cement accounts for
15%, and water constitutes the remaining 10%.

47
LESSON 10. NATURAL PROCESS

The diagrams below show the life cycle of the silkworm and
1. Dạng:
the stages in the production of silk cloth.
Life cycle of the silkworm
Mulberry leaf 10 days 3. Bước, giai đoạn:

(food) silkworm
larva
4-6 weeks
4. Thì:
silk thread
larva
eggs
cocoon
moth
3-6 days 16 days
Production of silk cloth

Select
Boil water
300-900m
Unwind
thread
Twist
dye
Weave
OUTLINE
OVERVIEW BODY

48
INTRO
OVERVIEW
BODY 1
BODY 2

49
The diagrams illustrate the various stages in the life cycle of a VOCAB
silkworm and how silk thread is used to make silk cloth.
Overall, there are four main stages in the development of the

silkworm, from egg to maturity, while the production of silk
cloth consists of five steps, from the selection of silk cocoons
to the weaving and dyeing of silk thread.
At the first stage in the life cycle of the silkworm, the female
silkworm lays eggs on a leaf. It takes ten days for the eggs to
hatch into larvae, which feed on mulberry leaves. Four to six
weeks after hatching, the larvae begin to make silk thread and
between three and six days later, they cover themselves in
their own cocoon. They spend sixteen days living in the
cocoon, and during this time they experience a dramatic
physical transformation. They grow quickly in size and
develop wings, and at this stage they are called moths, and
the life cycle starts again.
Turning to the production of silk cloth, firstly, silk cocoons are

selected and then boiled in water. After that, they are
unwound into various threads, which measure between three
hundred and nine hundred meters long. These threads are
either twisted and dyed or woven first and dyed
subsequently.

50
LESSON 11. BỘ TỪ VỰNG 3 - TỪ VỰNG CHO DẠNG MAP
I. VỊ TRÍ
North
West East
South
II. THAY ĐỔI

2000 2010
MỞ RỘNG
car car
bookshop
park park
post
post
office
office
gift shop
gift shop and cafe
2000 2010
THU HẸP
car car
park park bookshop
car post post
park office office
2000 2010
BIẾ N MẤ T
car
bookshop
park
car
post post
park office office
gift shop gift shop

51
2000 2010
THÊM VÀO car

bookshop
park
post post
office office
gift shop gift shop school
2000 2010
DI DỜI car post car post

bookshop bookshop
park office park office
gift shop gift shop
Stokeford 2000 Stokeford 2010
GIỮ NGUYÊN industrial

zone
industrial
school school
zone
THAY THẾ
2000
cafe garden
farmland
2010
science post
block office
houses industrial
zone

52
III. ĐẶC ĐIỂM
DÂN SỐ
GIAO THÔNG
LỐ I VÀO, TỚI NƠI NÀO

53
LESSON 12. MAP 1
The maps below show the village of Stokeford in 1930 and 2010. BƯỚC 1. PHÂN TÍCH
1. Dạng:
Stokeford 1930 Stokeford 2010 2. Chủ đề /đố i tượng:
Bridge Bridge
Farmland 3. Layout:
Shops
Primary Primary
Post Post school
school
office office
Gardens
4. Thì:
Farmland Retirement
Large
home
ke
ke
house
Sto
Sto
r
KEY KEY
ve
ve
Ri
Ri
Houses Houses
OUTLINE
OVERVIEW BODY

54
INTRO
OVERVIEW
BODY 1
BODY 2

55
The two maps show the development of a village called VOCAB
Stokeford from 1930 to 2010.
Overall, the village underwent significant changes, including

the removal of farmland and the construction of new housing
properties.
In 1930, the village had a main road leading through it from

north to south, and along the road, there were some shops, a
post office, a primary school, and some gardens with a large
house among them. Two areas of farmland could be found in
the northeast and southwest, while a river called Stoke ran
through the village, with a bridge crossing it in the north.
By 2010, much had changed. The agricultural land had been

removed to make way for new residential areas, while there
were four small roads branching off from the main road, with a
number of houses on either side. The shops had disappeared,
while the primary school had been expanded to include two
new buildings. The gardens had been cut by almost half, and
the large house inside them had been converted into a
retirement home with two extra buildings. The River Stoke, the
bridge, and the post office remained unchanged during the
period shown.

56
LESSON 13. MAP 2
The plans below show a public park when it first opened in 1920 BƯỚC 1. PHÂN TÍCH
and the same park today. 1. Dạng:
3. Layout:
4. Thì:
OUTLINE
OVERVIEW BODY

57
INTRO
OVERVIEW
BODY 1
BODY 2

58
The two maps show the layout of Grange Park as it is now and VOCAB
how it looked in 1920.
Overall, the park has undergone significant changes since

1920, including the addition of a new entrance, the relocation
of seating areas, and the introduction of some new facilities
for entertainment purposes.
In 1920, there was a fountain in the centre of the park, and to

the left of it was a stage for musicians. A pond for water plants
could be found in the northeast corner and opposite it in the
southeast corner was a glasshouse. Around the edges, there
were three rose gardens with seating nearby. Access to the
park was via two entrances, from Arnold Avenue in the north
and Eldon Street in the south.
Since 1920, much has changed. The rose garden near the
Eldon Street entrance and all the seats have been relocated to
where the fountain once stood, while the stage for musicians
has been converted into an amphitheatre for concerts. A
children’s play area has been built on the site of the pond for
water plants and the glasshouse has been removed to make
way for a water feature. The rose garden near the pond has
been converted into a café, while the other remains
unchanged. People can now access the park via a third
entrance from the underground car park.

59
LESSON 14. TỔNG QUAN VỀ IELTS WRITING TASK 2
I. THÔNG TIN QUAN TRỌNG
WRITING TASK 2
You should spend about 40 minutes on this task.
In some countries, owning a home rather than renting one is very important
for people.
Why might this be the case?
Do you think this is a positive or negative situation?
Give reasons for your answer and include any relevant examples from your own
knowledge or experience.
Write at least 250 words.
II. TIÊU CHÍ CHẤ M
Task Response Lexical Resource
Coherence and Cohesion Grammatical Range and Accuracy

60
III. CÁC DẠNG CÂU HỎI
DẠNG BÀI VÍ DỤ
In some countries the average weight of people is increasing and their levels of health
and fitness are decreasing. What do you think are the causes of these problems and
what measures could be taken to solve them?
More and more people are migrating to cities in search of a better life, but city life
can be extremely difficult. Explain some of the difficulties of living in a city. How can
governments make urban life better for everyone?
Many people think that the government should spend money on space exploration, while
others think that it is a waste of public money. Discuss both views and give your own
opinion.
University education should be free for everyone, regardless of income. To what extent do
you agree or disagree?
In some countries, many more people are choosing to live alone nowadays than in the
past. Do you think this is a positive or negative development?
Some students prefer to take a year off between school and university, to work or to
travel. Do the advantages of this outweigh the disadvantages?
In the past, most people worked for small businesses, while more people now work for
large businesses. What are the advantages and disadvantages of working for large
businesses?
In some countries, owning a home rather than renting one is very important for people.
Why might this be the case? Do you think this is a positive or negative situation?

61
LESSON 15. TỪ VỰNG & CẤ U TRÚC QUAN TRỌNG
I. NGUYÊN NHÂN, LÝ DO
TỪ VỰNG & CẤ U TRÚC VÍ DỤ
One of the main/primary causes

of X is ...
One of the main/primary
reasons for X is ....
One of the main/primary
reasons why S + V is ....
One of the primary causes of crime is poverty..

LƯU Ý 1
-->
One of the primary causes of global warming is deforestation.

LƯU Ý 2
-->
II. GIẢI PHÁP
One solution would be (for

somebody) to do something
Another solution would be (for
somebody) to do something
should
parents -> children -> balanced diet + physical activity
-->
government - invest $$$ - build social housing -> reduce the cost of living
-->

62
III. ẢNH HƯỞNG
have a negative/positive effect on …

negatively/positively affect …
(1) microplastics - soil quality
(2) sodium - health
IV. TỪ VỰNG & CẤ U TRÚC KHÁC
TỪ VỰNG & CẤ U TRÚC
NÊU Ý KIẾ N, QUAN ĐIỂM LINKING DEVICES

In my opinion, … Therefore, …
From my perspective, … As a result, …
I am of the opinion that … In addition, ...
I think that ... First, ...
I believe that … Another thing is that ...
I would argue that … ...

63
LESSON 16. CÁCH TRIỂN KHAI Ý TƯỞNG
I. CÁCH CHỌN LỰA Ý TƯỞNG

CAUSES OF GLOBAL WARMING
1. cutting down forests
2. burning fossil fuels
3. increasing livestock farming
4. consuming too much
II. CÁCH TRIỂN KHAI Ý TƯỞNG
cutting down forests burning fossil fuels
III. CÁCH VIẾ T ĐOẠN VĂN 2 Ý TƯỞNG
Câu giới thiệu.

Ý chính 1.
Ý triển khai/ Ví dụ.
Ý chính 2.
Ý triển khai/ Ví dụ.
global warming - climate change -
increasing global temperatures
to trap heat
to warm the earth
carbon dioxide - greenhouse gas
deforestation - the clearance of
forests - cutting down trees
to release/emit ...

64
LESSON 17. CÁCH VIẾ T ĐOẠN BODY 1 Ý TƯỞNG
I. VÍ DỤ 1
Some people believe that it is best to accept a bad situation, such as an unsatisfactory job or shortage of
money. Others argue that it is better to try and improve such situations. Discuss both these views and
give your own opinion.
ĐOẠN VĂN 1 Ý TƯỞNG
Ý chính.
Ý triển khai 1/ Ví dụ 1.
Chố t lại
On the one hand, those in favour of accepting negative situations argue that we have no control over what
happens to us so trying to change it would be a waste of time. The Covid-19 pandemic is an excellent example
of this. Due to lockdowns and movement restrictions, many people were forced to stay at home for several
months and they could do nothing to change it but waiting for the lockdowns to be lifted. Another example is
the collapse of the US housing bubble between 2007 and 2009 which left thousands of people jobless and
faced with mounting debt. Events like these happen whether we like it or not and it would be a waste of time to
try to change them as they are out of our control. Therefore, it is wiser to just accept them.
II. VÍ DỤ 2
In today’s world of advanced science and technology, we still greatly value our artists such as musicians,
painters and writers. What can arts tell us about life that science and technology cannot?
ĐOẠN VĂN 1 Ý TƯỞNG
Ý chính.
Chố t lại
Firstly, arts give us the opportunity to see things from a different perspective. In the world of science and
technology, we see things as the way they are; yet, in the world of arts, we are allowed to use our imagination
and creativity to see th ings the way we want. In a researcher’s eyes, for example, a cat is just an animal with
soft fur and four legs; however, a cat, to a writer, could be a friend, a hero or a traditional symbol of a culture.
This way of seeing things helps us to gain deeper insights into the world we live in and teaches us to think from
different perspectives when encountering problems.

65
LESSON 18. DẠNG PROBLEM SOLUTION 1
I. SƯỜN MẪ U Global warming is one of the most serious issues that the world is facing
today. What are the causes of global warming and what measures can
governments and individuals take to tackle the issue?
Paraphrase đề
INTRODUCTION
Trả lời yêu cầ u
BODY 1 Nguyên nhân
BODY 2 Giải pháp
CONCLUSION Chố t ý
Bước 1. PHÂN TÍCH

1. Dạng:
2. Chủ đề :
3. Yêu cầ u:
BODY 1 BODY 2

66
INTRO
BODY 1
BODY 2
CON

67
One of the most pressing environmental problems that the VOCAB
globe is confronting these days is global warming. This
essay will examine the primary causes of this and suggest
possible solutions to this problem.
There are two main causes of global warming. The first one
is the clearance of forests. It is widely known that trees
help absorb carbon dioxide in the air and release oxygen
into the atmosphere, and thus, slow climate change.
However, with large areas of forests being cut down for
different purposes, carbon dioxide and other heat-
trapping gases will continue to rise, contributing to global
warming. Another reason is burni ng fossil fuels. In recent
decades, power plants and private vehicles, for example,
have burned vast quantities of fossil fuels, releasing huge
amounts of carbon dioxide into the air. This concentration
of carbon dioxide acts as a roof of a greenhouse, trapping
heat and warming the earth.
Various measures can be taken to address this issue. One

solution would be for the government to impose stricter
punishments for illegal logging to make sure that forests
are properly managed and protected. Another measure
would be to encourage power stations and automobile
manufacturers to gradually switch to more
environmentally-friendly energy sources, such as nuclear
or renewable energy, to reduce their dependence on fossil
fuels. As individuals, we can help mitigate global warming
by making small changes in our everyday lives, such as
planting more trees in our gardens, taking public
transport, cycling or walking to work instead of using our
private vehicles. By taking these actions, this problem
would be properly tackled.
In co nclusion, there are two primary reasons why the

earth is getting warmer, and a number of actions can be
taken to tackle this problem.

68
LESSON 19. DẠNG PROBLEM SOLUTION 2
Many offenders commit crimes again after serving their first

punishment. Why is this happening and what measures can be taken to
tackle this problem?
1. Dạng:
2. Chủ đề :
3. Yêu cầ u:
BODY 1 BODY 2

69
INTRO
BODY 1
BODY 2
CON

70
A number of criminals reoffend after being released from VOCAB
prison. This essay will examine the primary causes of this
and suggest possible solutions to this problem.
There are two main reasons why many ex-prisoners

commit crimes again after serving their first sentence. The
first one is that they find it hard to get a job because of
their criminal records. Without money to support
themselves and their family, many of them have no choice
but to engage in illegal activities as a way of making ends
meet. Another reason is that it is difficult for ex-convicts
to reintegrate into their community. After prison, many
people try to live a normal life but they are pushed away
by their neighbours, friends, and even family members. As
a result, many consider joining gangs in order to gain a
sense of belonging and connection.
Various measures can be taken to address this issue. One

solution would be for the government to provide
education and vocational training for prisoners. This helps
equip them with the necessary knowledge and skills for
life after prison and increases their chances of getting a
job. Another measure would be to organise more
community service programs, such as cleaning the streets
or planting trees around the neighbourhood, to give
former criminals more opportunities to build positive
relationships with others. After learning that ex-prisoners
can contribute something positive to society, many people
might change their attitudes towards their loved ones,
friends, or neighbours who have committed a crime.
In conclusion, there are two primary reasons why many ex-

prisoners reoffend, and a number of actions can be taken
to tackle this problem.

71
LESSON 20. DẠNG DISCUSSION 1
I. SƯỜN MẪ U Many people think that the government should spend money on space
exploration, while others think that it is a waste of public money.
Discuss both views and give your own opinion.
Paraphrase đề
INTRO
Nhóm mà mình
BODY 1
KHÔNG ủng hộ
Nhóm mà mình ủng

BODY 2
hộ
CON Chố t ý

1. Dạng:
2. Chủ đề :
3. Yêu cầ u:
BODY 1 BODY 2

72
INTRO
BODY 1
BODY 2
CON

73
Some people argue that the government should allocate VOCAB
financial resources to space research; others, however,
believe that it is a complete waste of money. This essay
will examine both views and explain why I lean towards the
latter.
On the one hand, there are two main reasons why some
people feel that public money should be spent on space
exploration. The first one is finding habitable planets.
Currently, the earth is faced with too many problems,
ranging from extreme weather events to the depletion of
natural resources. These problems might make the earth
unhabitable one day; therefore, the government should
invest in space research in order to find another planet
that humans can call home. Another reason is the
possibility of finding cures for diseases that are currently
incurable. Scientists might find substances or chemical
compounds on Mars or other planets that might be able to
cure deadly diseases such as cancer and HIV.
On the other hand, I side with those who think that it is not
worth investing in space exploration. First, space research
requires a huge amount of money without any guarantee
of success. It costs billions of dollars to build a spacecraft,
but with a very small technical error it can explode within
seconds of take-off. It means that the billions of dollars
just go to waste. Another thing is that financial resources
invested in space research should be better spent on more
essential public sectors, like education and health care,
which can provide immediate benefits for society. The
amount of money used for building a space shuttle, for
example, is enough to help millions of children have the
opportunity to go to school or save thousands of people in
remote areas from preventable diseases.
In conclusion, although some people say that the

government should pour money into exploring outer
space, I would argue that it is not a good idea and that
money should instead be invested in more vital areas.

74
LESSON 21. DẠNG DISCUSSION 2
Some people think that it is better to educate boys and girls in separate
schools. Others, however, believe that boys and girls benefit more from
attending mixed schools. Discuss both these views and give your own
opinion.
1. Dạng:
2. Chủ đề :
3. Yêu cầ u:
BODY 1 BODY 2

75
INTRO
BODY 1
BODY 2
CON

76
Some people argue that it is beneficial to send students to VOCAB
single-sex schools; others, however, believe that they
should enter mixed-gender education. This essay will
examine both views and explain why I lean towards the
latter.
On the one hand, there are two main reasons why some
people feel that it is better for parents to send their
children to single-gender institutions. The first one is that
students might achieve better academic results compared
with their friends who study in coeducational schools.
When boys and girls are taught separately, there is little
chance for early relationships to form. Without worrying
about these distractions, students might be able to
concentrate more on their studies, and therefore might
get better grades. Another reason is that segregated
schools offer gender-specific learning programmes. Unlike
coeducational schools where the curriculum is the same
for both sexes, the learning system in single-sex schools is
specifically designed based on the needs, abilities, and
interests of each gender, helping them to reach their full
potential.
On the one hand, I side with those who argue that

students should go to coeducational schools. First, these
students are better prepared for their future careers.
Studying in mixed-sex schools gives them the opportunity
to take part in group discussions with classmates of the
opposite sex. Through such activities, they will learn a set
of skills, such as how to work effectively with the opposite
gender to accomplish a common goal. These skills will be
essential when they enter the job market where men and
women often have to work together as a team. Another
thing is that, in mixed-sex schools, students will learn
more about the importance of gender equality. Being
raised in such an environment teaches students to treat
others with respect and to understand and appreciate the
opinions of others, regardless of sex.
In conclusion, although some people say that students

should go to single-gender schools, I am of the opinion
that mixed-gender education is a better option.

77
LESSON 22. DẠNG AGREE OR DISAGREE 1
I. SƯỜN MẪ U University education should be free for everyone, regardless of income.

To what extent do you agree or disagree?
Paraphrase đề
INTRO
Lý do đồ ng ý/ không
BODY 1
đồ ng ý
Lý do đồ ng ý/ không
BODY 2
đồ ng ý
CON Chố t ý

1. Dạng:
2. Chủ đề :
3. Yêu cầ u:
BODY 1 BODY 2

78
INTRO
BODY 1
BODY 2
CON

79
Some people believe that everyone should have free VOCAB
access to tertiary education, irrespective of their financial
backgrounds. I completely disagree with this opinion.
The first reason why I do not agree with the idea of free
higher education is that it might have an adverse impact
on government expenditure. In order to provide free
university education to everyone, the government would
have to allocate a huge amount of the national budget to
cover the costs of teachers, workers, textbooks, and many
other resources. This money might come from a spending
cut on other sectors, printing more money, or borrowing
money from other countries. No matter which option the
government chooses, it can lead to an imbalance in
spending and have a negative impact on the whole
economy.
Another reason is that it might lower students' motivation.

One of the main motivations for many students is the fact
that their parents work very hard to pay their tuition fees.
When someone knows that their tuition fee for each term
costs their parents several months of salary, they would
appreciate their studies more and try their best to achieve
better academic results to make their parents proud.
Student loan debt is also a motivating factor for students
to take their studies more seriously. Students might be
willing to work around the clock to get good grades when
they know that a good university qualification can help
them get a well-paid job after graduation and pay off their
debts. If the government offers completely free education,
students might take it for granted and lose the motivation
to study.
In conclusion, I totally disagree with the idea that the

government should make university education free for
everyone, regardless of their income levels.

80
LESSON 23. DẠNG AGREE OR DISAGREE 2
The best way to solve the world's environmental problems is to

increase the cost of fuel. To what extent do you agree or disagree?
1. Dạng:
2. Chủ đề :
3. Yêu cầ u:
BODY 1 BODY 2

81
INTRO
BODY 1
BODY 2
CON

82
Some people think that the most effective way to tackle VOCAB
the world’s environmental issues is to raise fuel costs.
While I accept that thi s approach could have some
positive effects, I believe that it is not the best solution.
Increasing the price of fuels, like petrol and oil, might help
to reduce greenhouse gas emissions to some extent. When
the cost of fuel increases, the cost of travel also rises, and
some people might consider taking public transport,
walking, or cycling to work to save some money. This helps
reduce the amount of exhaust fumes and emissions
produced from private vehicles. However, raising fuel
prices does not address the root cause of the problem,
which lies in the mindset of the public.
In my opinion, it is not the best solution. This is because

no matter how high fuel prices are, as long as people still
use single-use plastic bags, do not recycle their waste, or
pay little attention to their energy use, problems like
pollution and climate change will never be properly
tackled. Therefore, the most effective measure to solve
such issues would be to encourage people to make
changes in their daily lives, such as using biodegradable
shopping bags, being more conscious about electricity
use, and reusing and recycling more. At first glance, these
small changes might seem insignificant; however, the
accumulation of these actions in the long term could
result in enormous outcomes.
In conclusion, although higher fuel prices might be

effective in reducing emissions to a certain extent, I would
argue that it is not the best way to deal with
environmental deterioration.

83
LESSON 24. DẠNG ADVANTAGE OR DISADVANTAGE 1
I. SƯỜN MẪ U In some countries, many more people are choosing to live alone
nowadays than in the past. Do you think this is a positive or negative
development?
Paraphrase đề
INTRO
totally positive
BODY 1
BODY 2
CON Chố t ý
Paraphrase đề
INTRO
totally negative
BODY 1
BODY 2
CON Chố t ý

84
Paraphrase đề
INTRO
positive = negative
BODY 1
BODY 2
CON Chố t ý
Paraphrase đề
INTRO
negative > positive
BODY 1
BODY 2
CON Chố t ý

85
1. Dạng:
2. Chủ đề :
3. Yêu cầ u:
BODY 1 BODY 2

86
INTRO
BODY 1
BODY 2
CON

87
In some nations, an increasing number of people are VOCAB
choosing to live by themselves these days. I believe that
this trend has both positive and negative consequences in
equal measure.
On the one hand, this trend can be extremely negative.

The first disadvantage is higher living costs. People who
decide to live alone may have to pay more when it comes
to rent, utility bills, and many other daily expenses. By
contrast, those who have several roommates to split the
bills with can reduce their living costs significantly.
Another drawback of living alone is that people’s safety
could be at risk in an emergency. If someone had a heart
attack or any other sudden illness, for example, there
would be no one to discover and take them to the hospital.
On the other hand, this trend can also have a number of

benefits. First, people who live on their own may become
more independent than those staying with their family
members. This is because living alone forces them to learn
to do everything on their own, from basic household tasks
such as cleaning their rooms and doing dishes to more
important things like paying rent and managing their
finances. Another benefit is that living alone allows people
to make their own decisions without worrying about
others’ opinions. Those who live alone can invite friends to
stay overnight whenever they want without having to ask
for others’ permission.
In conclusion, I would argue that the increase in the

number of people who live alone instead of living with
family or friends has equal positive and negative effects.

88
LESSON 25. DẠNG ADVANTAGE & DISADVANTAGE 2
These days, it is much easier to for many people to travel to different

countries for tourism than in the past. Do the advantages of this
outweigh the disadvantages?
1. Dạng:
2. Chủ đề :
3. Yêu cầ u:
BODY 1 BODY 2

89
INTRO
BODY 1
BODY 2
CON

90
International tourism has become popular in recent years. VOCAB
I believe that the drawbacks of this far outweigh the
benefits.
Admittedly, there are some advantages when more and

more people travel abroad. One of them is that the
development of global tourism can provide more
employment opportunities for local people. There are
plenty of jobs in areas where tourism thrives. For example,
in recent years, thanks to the rise in the number of foreign
visitors to Dong Nai Province, there have been more jobs
related to hospitality, customer service, and food service
for local people, which helps many of them to improve
their living standards.
Despite the benefits mentioned above, I believe that the

downsides of international tourism are much greater.
First, it can have an adverse impact on the environment.
The significant increase in the number of flights
contributes to air pollution and global warming due to the
huge amount of greenhouse gas emissions released. In
addition, in order to accommodate an influx of tourists,
more woodlands and forests would have to be removed to
make way for hotels, resorts, and other tourist facilities.
This loss of natural habitats poses a risk to wild animals
that call these places home. Another drawback is that
although tourism provides jobs, these are often seasonal.
It means that during summer months when tourism
flourishes, jobs are plentiful. During off-peak seasons,
however, there might not be enough jobs for local people.
They either have to take jobs that are low-paid or find
other ones that can help them to cover their basic living
costs.
In conclusion, although the growth of international

tourism has some advantages, I am of the opinion that it
can bring more drawbacks than benefits.

91
LESSON 26. DẠNG 2-PART QUESTION 1
In some countries, more people are becoming interested in finding out

about the history of the house or building they live in. What are the
reasons for this? How can people research this?
1. Dạng:
2. Chủ đề :
3. Yêu cầ u:
BODY 1 BODY 2

92
INTRO
BODY 1
BODY 2
CON

93
Exploring the history of a house or building is becoming VOCAB
increasingly popular in a number of countries around the
world. This essay will examine the main reasons for this
and suggest ways to help people get this kind of
information.
There are two reasons for researching a house’s past. The

first one is that finding out about the origins of the place
where we live might bring about a sense of connection
with our home. For example, one may feel more connected
with his or her house after learning that it used to be a
refuge for the homeless during a major hurricane several
decades ago. Another reason is curiosity. Many people are
curious about the previous owners of their houses and
secretly hope that one of them might be a celebrity or a
member of a royal family.
Information about the background and history of a place

of residence might be found in local libraries, which often
house archives of important documents about a
neighbourhood. People can look through old photographs,
maps, or written records regarding the construction and
architectural design of the buildings in their areas, which
might provide them with information about how their town
and their homes looked 50 years ago. Another way is to
visit the local authority’s website about old census
records, which offer important information such as the
names of the first owners and the number of occupants in
a house during a certain period of time.
In conclusion, there are two main reasons why people

want to carry out research about the history of their place
of residence, and they can access this type of information
by visiting local libraries or looking through online
materials regarding old census records.

94
LESSON 27. DẠNG 2-PART QUESTION 2
In some countries, owning a home rather than renting one is very

important for people. Why might this be the case? Do you think this is a
positive or negative situation?
1. Dạng:
2. Chủ đề :
3. Yêu cầ u:
BODY 1 BODY 2

95
INTRO
BODY 1
BODY 2
CON

96
In some parts of the world, living in one’s own home is of VOCAB
greater importance than living in rented accommodation.
This essay will examine the primary reasons for this and
explain why I believe it is generally a negative trend.
There are two main reasons why having a home is so

important to some people. The first one is a sense of
stability. Unlike those living in a rented apartment, who
often have to worry about increasing rents and being
forced to move to another place, people living in their own
home are free from such problems because they have
total control over their property. Another reason is that, in
some countries, owning a home gives people a status
symbol. For some Vietnamese people, for example, there
is a link between home ownership and success, and being
able to buy a house means that one is more suc cessful
than their peers who are still renting a place to live.
In my opinion, this trend can be extremely negative. First,

it can have a negative impact on people’s finances. Many
people take out a mortgage loan and put all their life’s
savings into buying their first home. In some unexpected
situations, such as an economic recession or a serious
illness that requires expensive treatment, they might
experience enormous financial hardships as they have no
emergency funds for such circumstances. Another thing is
that it can adversely affect people’s mental health. Those
who borrow more than they can afford to buy a house will
be under the constant pressure of paying monthly
interests and taxes, which in the long run can lead to
chronic stress and other mental health issues.
In conclusion, there are two reasons why owning a home

plays an important role in some people’s lives, and I am of
the opinion that it is a negative trend.

97

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IELTS NGUYỄN HUYỀN

SAU KHI HỌC XONG KHÓA

One step at a time is all it takes to get

LESSON 1: TỔNG QUAN IELTS WRITING TASK 1 ....................................................................................................... 1

LESSON 14: TỔNG QUAN IELTS WRITING TASK 2 ..................................................................................................... 60

LESSON 15: TỪ VỰNG & CẤ U TRÚC QUAN TRỌNG .................................................................................................. 62

I. THÔNG TIN QUAN TRỌNG

You should spend about 20 minutes on this task.

The charts below give information on the ages of the

Summarise the information by selecting and reporting the

Write at least 150 words.

II. TIÊU CHÍ CHẤ M

Task Achievement Lexical Resource

Coherence and Cohesion Grammatical Range and Accuracy

IELTS Nguyễn Huyền

IV. CÁC BỘ TỪ VỰNG

IELTS Nguyễn Huyền

I. BẢNG TỪ VỰNG XU HƯỚNG CƠ BẢN

XU HƯỚNG TỪ VỰNG MỨC ĐỘ SỐ LIỆU

IELTS Nguyễn Huyền

XU HƯỚNG TỪ VỰNG MỨC ĐỘ SỐ LIỆU

1. From 1967 to 2007, the amount of CO2

IELTS Nguyễn Huyền

1. From 1967 to 1977, CO2 emissions per person in

IELTS Nguyễn Huyền

Number of shop closures and openings 2011-2018

IELTS Nguyễn Huyền

IELTS Nguyễn Huyền

Italy 16.36% 9.00% 3.20%

Ireland 28.9% 6.43% 2.21%

Spain 18.80% 6.51% 1.98%

Sweden 15.77% 5.40% 3.22%

Turkey 31.14% 6.63% 4.35%

IELTS Nguyễn Huyền

I. BẢNG TỪ VỰNG DỰ ĐOÁN

IELTS Nguyễn Huyền

IELTS Nguyễn Huyền

II. BỐ N BƯỚC QUAN TRỌNG

IELTS Nguyễn Huyền

BƯỚC 1. PHÂN TÍCH

BƯỚC 2. LẬP DÀN Ý

IELTS Nguyễn Huyền

IELTS Nguyễn Huyền

Overall, the average CO2 emissions per person in the UK and

In 1967, CO2 emissions per person in the UK stood at close to

Turning to the remaining countries, in 1967 the amount of CO2

IELTS Nguyễn Huyền

BƯỚC 1. PHÂN TÍCH

BƯỚC 2. LẬP DÀN Ý

IELTS Nguyễn Huyền

IELTS Nguyễn Huyền

Overall, chicken consumption increased, while the figures for

In 1979, beef consumption per person per week was the

The amount of chicken consumed per person per week stood

IELTS Nguyễn Huyền

BƯỚC 1. PHÂN TÍCH

BƯỚC 2. LẬP DÀN Ý

IELTS Nguyễn Huyền

IELTS Nguyễn Huyền