PROCESS

Type 1: Man-made process: how things are made, how things are produced,
how things are manufactured, how things are done.

Type 2: Natural process: there is no clear and exact way about the language..
 MAN-MADE PROCESS

1. You will be using passive present tense (is/are + V3). This is different from what
we have with MAPS. Maps we use with passive tense. Remember we use passive
tense because we don’t want to focus on the actor or the subject of the sentence, we
want to focus on the action or verb of the sentence. We don’t care that the investors
built the house, we only care about how the house was built. Likewise. For man-made
process, you may use passive tense, but present tense (is/are, NOT was/were)
because we don’t care about who made the chocolate, we only care about how the
chocolate is made. You will be using passive present tense for your verbs to talk
about what happens.
2. You will be using sequencers. Sequencers are words telling us about “when”
or “how long” or “how often”. For example, these kinds of words are
sequencers:
First, you do something; then, you do something else; next, you do something; before
you do something else, you do something (before I boil the water, I open the tea
bag/ I boil the water until the chicken is ready…)
What about the words like “repeatedly”, or “twice”, or “several time”? These words
tell us that we are doing something more than once. So you might have sequencers
that tell you “when” like first, next, then, finally…or sequencers tell you about “how
long” such as “until/before” or words that tell you “how often” like repeatedly, several
times, twice. This is used to tell you several things about time.
3. Finish the purpose by using non-defining relative clauses. These are used to add
extra information about whatever you want to tell. In this case, the extra information
will be the purpose, tell us about “why” for example, why are we melting the
chocolate?, why are we crushing the rocks?. …which kills the bacteria, or….which
prepares the tea. Try to use more academic words to talk about a reason for
something like “in order to kill the bacteria”, or “so as to kill the bacteria”, or “to
make sure/ to ensure the bacteria is killed”.
We can use non-defining relative clauses to show where something is. For example
“next, the milk is sent to the factory, where it will be turned into the cheese and ice
cream”
These are very useful, I want you to know that the process report contains something
similar to the main point. Give the summary of what other steps are. That only can
work if you give a brief list of steps. Don’t give a big list of steps.
The grammar is easy: your sentences in man-made process should contain
sequencers, passive present tense, non-defining relative clauses and indefinite
purpose, so that’s easy.
The tough part is the verb, you don’t know how to do these things. IELTS knows that
you don’t know how to make chocolate...so they are going to give you all the
information you need in the form of these diagrams, they are going to give you the
illustration and the
verbs and the words, nouns and all that information. You need to look carefully at
each step and think exactly what is happening. Take the verb that they give you and
put it into your own word. Think about exactly what they are showing you. Think
about some logic, use logic “why do we heat things? – to melt, to cook, to warm”
Look at all these steps, make sure that you take notes on each step and give your
own ideas about what is happening, the verbs and why it is happening.

PARAPHRASING:

Paraphrase the main things in the process:

Ice cream = frozen yogurt

Fruit is picked by hand = fruit is manually collected

Manually collected = collected by hand

Fruit quality checking = the fruit is checked for quality = the fruit is checked to
ensure it’s free of bruises and not rotten.
 1. INTRODUCTION:
 The chart/diagram (shows/describes/illustrates) how +clause
 The production of……………..
 The process of producing/ making………………
 How………….is produced/ made.
 How to produce/ make…………

2. OVERVIEW:
 There are ....main stages (steps) in the process/in the process of
producing...,beginning with...and ending with...
 The …………………….involves ………………….main steps/ stages beginning
with………………and finishing with…………………..
 This flow chart provides an overview of

3. STRUCTURES
o Process begins:
 The process begins/continues/ ends with ..... + being + verb-ed (+ by thiết
bị/ máy móc)
The process begins with waste paper being collected. (Quy trình bắt đầu bằng việc
những giấy thải được thu thập.)
The process continues with olives being washed by a rinsing machine. (Quy trình tiếp tục
với việc dùng máy rửa làm sạch những trái olive.)
o Next steps
 The first/ second/ next/ final step of the process involves verb -ing + ....

The fourth step of the process involves cleaning and sorting the collected bottles. (Bước
thứ tư của quy trình bao gồm việc làm sạch và phân loại các chai đã được thu thập.)
The first step of the process involves harvesting ripe oranges. (Bước đầu tiên của quy
trình bao gồm việc thu hoạch những trái cam chín.)
 The first/next/ final step takes place in a ......where/ in which đối tượng + to
be + �verb-ed
The next step takes place in a sorting factory in which bottles are sorted based on their
colors. (Bước tiếp theo của quy trình diễn ra ở một nhà máy phân loại mà tại đó những
cái chai được phân loại dựa trên màu của chúng.)
The final step takes place in supermarkets where recycled bottles are sold to customers
again. (Bước cuối cùng diễn ra ở các siêu thị nơi mà những cái chai tái chế được bán cho
khách hàng lần nữa.)
The final step takes place in supermarkets where customers buy and use recycled bottles
again. (Bước cuối cùng diễn ra ở các siêu thị nơi mà các khách hàng có thể mua và sử
dụng những chai tái chế.)
o Transported steps
 ......be sent to a một thiết bị in which they/ it + to be + động từ -ed
  ......be transported to a một nơi chốn in which they/ it + to be + động từ -ed

Glass pieces are sent to a furnace in which they are melted. (Những mảnh vỡ thủy tinh
được gửi đến một lò nấu thủy tinh nơi mà tại đó chúng được nung chảy.)
Plastic waste is transported to a factory in which it is treated with chemicals. (Rác thải
plastic được vận chuyển đến một nhà máy mà ở đó nó được xử lý bằng hóa chất.)
o Other steps

 S + tobe + V-ed (bị động)

At the beginning of the process, clay is dug from the ground.

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

After being washed, the tomatoes are moved to the grilling stage.

 V-ing (khi nói đến thao tác)

After that, the ground, frozen liquid is dried in a vacuum so that the water
evaporates, leaving the coffee granules

 Rút gọn khi 2 câu chung chủ ngữ

Having mixed the pulp by hand, he uses a rolling pin to flatten the pulp. Having
been poured into a shallow tray with some water, the pulp is then mixed by hand

 Using WHILE
While bottles are transported to a cleaning factory, other kinds of waste are
buried in landfills. (Trong khi những cái chai được vận chuyển đến một nhà máy
làm sạch, các loại rác thải khác được chôn ở bãi rác.)

 Rút gọn với WITH

Olives are smashed into olive paste, with olive stones being taken away. (Những
trái ô liu được nghiền thành bột nhão, với những hạt ô liu được lấy đi.)

4. VOCABULARY:
Begin
 To begin with,
 First of all,
 In the first step,
 The first step in the process is
 The first stage in the process is
 At the first stage of ....

Next steps:
 At the following stage, the pulp is poured into a shallow tray and some water is also
added. This is followed by a hand-mixing process
 Following that / followed by / At the following stage
At the following stage, the pulp is poured into a shallow tray and some water is also
added. This is followed by a hand-mixing process
 The second stage is that…
 In the next/ subsequent step,
 …… followed by…..
 After that, / After
Some water is added and the mixture is soaked for an hour. After that, the mixture is
beaten for about 45 seconds until a pulp is formed
 After being soaked for an hour, the mixture is beaten....
 Before
 Subsequently,
The mixture is soaked for an hour. Subsequently, the mixture is beaten for about 45
seconds until a pulp is formed
At the subsequent stage of the process, the mixture is soaked for an hour
 The process continue with...
 The next step is
 Then
 Once
The mixture is beaten for about 45 seconds and a pulp is formed afterwards. Once it is
ready, the pulp is poured into a shallow tra
Happen at the same time:
 While
While the mixture of sand and soda is being heated, some other chemicals are added to
create various colors
 At the same time,
The mixture of sand and soda is heated. At the same time, some other chemicals are
added to create various colors
 Simultaneously,
 During
During its entire life cycle, salmon have lived in both freshwater and saltwater
 Thereby
The rolling pin is used to flatten the pulp, thereby forcing out any excess water
Final steps:
 Finally,
 The last/ final process/step is that…
 The process finishes with ...
 The process concludes with ...

Repetitive process
 The whole process is a cycle that can be divided into 3 main stages
 At this point, a cycle has been completed and a new cycle will begin
  To transform sth into sth: biến đổi
Nitrogen is transformed into nitrates in the soils which plants can use
 To release sth into sth: làm thoát ra chất gì
Coal power stations release sulfur dioxin into the atmosphere
 To circulate (sth through sth): lưu thông khí khắp nơi vào...
Cooled air is circulated throughout the building
Từ vựng khác có thể dùng trong dạng Process
 Furnace: lò luyện Kim
 When this cleaning process finishes, the bottles are transported to a
glass factory where they are cut into pieces which are then poured
into a furnace
 To obtain sth by doing sth: thu được cái gì nhờ vào
 Sugar is obtained by crushing and processing sugar cane
 Pile up: chất đống
 Work always piles up at the end of the year
 Waste food lies at the bottom of the container and piles up to 15 cm
in height
 Shred (v) xé
 He was accused of shredding documents related to the case
 Then, shredded newspapers are spread over
 Pour (v) đổ
 Although I poured it carefully, I still managed to spill some
 Nitrogen is poured in
 Fermentation: sự lên men
 Sugar is converted into alcohol by a process of fermentation
 Convert (v) chuyển hoá
 Hot water is converted to electricity by a turbine
 After six months of fermentation, all the wastes are finally converted
into fertilizer
 to be dug out of the ground: được đào lên khỏi mặt đất
 to be placed onto a metal grid: được đặt lên 1 vỉ kim loại
 to be put through a roller: được đưa qua băng chuyền
 breaks it into small chunks: đập nó thành những mảnh nhỏ
 to break up sth into sth: đập thành mảnh vụn
This clay is placed into a metal grid which is used to break

up the clay into smaller pieces
 to be mixed with: được trộn với
 To filter sth: lọc
Use a sunblock that filters UVA effectively
 to be either put in a mould or cut by a wire cutter: hoặc được đưa vào 1 cái
khuôn hoặc được cắt bởi 1 cái máy cắt gạch
 well-shaped(adj): có hình dạng đẹp
 to be laid in a drying oven: được đặt vào 1 cái lò nung
 To store sth in sth: cất, dự trữ
 Coffee beans can be stored in the freezer to keep them fresh
 To add sth to sth: thêm cái gì vào cái gì
After that, sand and water are added to the clay, and this mixture is turned
into bricks by either placing it into a mould or using a wire cutter
 to be then heated in a kiln: được đun nóng trong 1 cái buồng
 To heat (sth): đốt bằng cách nung
The bricks are heated in two kilns whose temperatures range between
200 and 1300 degrees Celsius
 moderate temperature: nhiệt độ vừa phải
 to be cooled: được làm nguội
 to be packaged: được đóng gói
 To package sth in sth: đóng gói trong kiện
These organic olives are packaged in recycled glass containers
 to be transported to…/ to be delivered to …: được vận chuyển đi đâu đó
The pipeline was constructed to transport oil across Alaska to ports on the
coast
 to be picked by hand: được hái bằng tay
 to be dried in the sun: được phơi khô dưới ánh nắng mặt trời
 to be sold to …: được bán cho …
 to be harvested: được thu hoạch
 Collect/ sort/ separate/ clean
 Build/ make/ produce/
 Transport/ transfer/ deliver…
Waste paper is collected either from paper banks, where members of the
public leave their used paper, or directly from businesses.
Mail is delivered to our office twice a day
 To pipe sth to sth (v) dẫn bằng đường ống
Hot water is piped to all apartments from the central boiler room
 To drive sth: vận hành
Water drives the turbines that produce electricity
 To remove sth from sth: loại bỏ cái gì ra khỏi cái gì
 The men came to remove the rubbish from the backyard
 Molten (adj) nóng chảy
Molten lava destroyed all the neighboring villages
 Sort (v) phân loại
Sort out any clothes you want to throw away and give them to me
The second stage first takes place in a cleaning plant where these
used bottles are sorted by color into green, brown and clear ones,
and washed by high-pressurized water
 and washed by… là tiếp nối cho vế are sorted ý câu này là
những used bottles này được phân loại Theo màu là green,
brown và clear (trong suốt) và tiếp Theo là được rửa dưới nước
 PROCESS SAMPLE 1
The diagram illustrates the process that is used to manufacture bricks for
the building industry.

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

The flow chart shows the way in which bricks are made for the building industry.

Overall, there are 7 stages in the whole brick producing process, beginning with the
digging up of clay and ending with the delivery of the bricks to the customers.

To begin, the clay used to make the bricks is dug up from the ground by a large
digger. This clay is then placed onto a metal grid, which is used to break up the clay
into smaller pieces. A roller assists in this process. Following this, sand and water are
added to the clay, and this mixture is turned into bricks by either placing it into a
mould or using a wire cut. Next, these bricks are placed in a drying oven to dry for
24 – 48 hours.

In the subsequent stage, the bricks go through a heating and cooling process. They are
heated in a kiln at a moderate and then a high temperature (ranging from 200c to
1300c), followed by a cooling process in a cooling chamber for 48 – 72 hours. Finally,
the bricks are packed and delivered to their destinations.

(188 words).
SAMPLE 2
The diagrams below show a structure that is used to generate electricity from
wave power.

The two diagrams illustrate a method of creating electricity from the force of waves
using a specifically designed man-made construction.

The structure, consisting of a wave chamber and a tall column containing a turbine, is
erected on a steeply sloping coastal cliff or sea wall where it is subject to the
movement of the ocean waves.

The first diagram shows how the incoming wave fills a large chamber and forces the air
inside this space up the column and through the turbine. The pressure of the air rotates
the turbine which generates a current of electricity. The process does not end there for
the structure is able to continue producing power as the sea recedes as can be seen in
the second diagram.

As the water now flows away from the structure, it draws air back down the column
and downwards through the turbine in the same direction as the previous upward flow
of air. The turbine continues to turn thus generating even more electricity.
 SAMPLE 3
The diagrams below show the stages and equipment used in the cement-
making process, and how cement is used to produce concrete for building
purposes.
Summarise the information by selecting and reporting the main features, and
make comparisons where relevant.

The first diagram illustrates the process of cement manufacture, and the second
diagram shows the materials that go into the production of concrete.
It is clear that there are five stages in the production of cement, beginning with the
input of raw materials and ending with bags of the finished product. To produce
concrete, four different materials are mixed together.
At the first stage in the production of cement, limestone and clay are crushed to form a
powder. This powder is then mixed before it passes into a rotating heater. After
heating, the resulting mixture is ground, and cement is produced. Finally, the cement is
packaged in large bags.
Cement is one of the four raw materials that are used in the production of concrete,
along with gravel, sand, and water. To be exact, concrete consists of 50% gravel, 25%
sand, 15% cement, and 10% water. All four materials are blended together in a
rotating machine called a concrete mixer.
(160 words)

The diagram illustrates the way in which cement is made and how it is then used in
the process of making concrete.
Overall, limestone and clay pass through four stages before being bagged ready for
use as cement which then accounted for 15% of the four materials used to produce
concrete. While the process of making cement uses a number of tools, the production
of concrete requires only a concrete mixer.
In the first stage of making cement, limestone and clay are crushed together to form
a powder. This powder is then combined in a mixer before passing into a rotating
heater which has constant heat applied at one end of the tube. The resulting mixture
is ground in order to produce cement. The final product is afterwards put into bags
ready to be used.
Regarding the second diagram, concrete consists of mainly gravel, which is small
stones, and this makes up 50% of the ingredients. The other materials used are sand
(25%), cement (15%) and water (10%). These are all poured into a concrete mixer
which continually rotates to combine the materials and ultimately produces concrete.

SAMPLE 4

The diagram illustrates how steel rods are manufactured in the furniture
industry.

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

The

diagram explains the way in which steel rods are produced for the furniture industry.
(The diagram shows the process of metal rods production for the furniture
industry.)
Overall, the process consists of eleven stages, beginning with the raw material and
ending up with the product’s inspection.

First of all, iron ore, yellow ore, and carbon are collected to serve as raw materials for
steel rod manufacturing. After that, the raw material is melted in a melting slit, where
it is heated to a temperature in a range of 1300-1500 °C. The melted mass is then
transferred to a smelting cabin to undergo refinement. Next, the candescent metal is
put in a pouring machine and poured into ingots.

In the next stage, the ingots are connected to a cooling reservoir, where the
temperature falls to 60-100 °C. Metal goes through special nozzles and cools down,
forming strands. Following this, the metal strands proceed to rollers that change their
shape. Next, the products are put into a heating machine, where they undergo heat
treatment. Subsequently, a measuring automaton completes a surface check of the
products.

After that, the metal rods are sized by special cutters and get ID stamping. Finally, the
products undergo inspection and are ready for use.

Using connectors

The process is a series of changes that happen over time. That's why time
connectors are extremely important for writing process diagrams. Use these time
connectors to describe specific features of your diagram:

 first of all
 firstly
 to begin
 after that
 then
 next
 in the next stage
 following this
 subsequently
 finally
Using additional information

Your diagram will often provide you some additional information and hints for most
stages of the process. Make sure that you use all that information while describing
specific features of your diagram!

However, sometimes you may see that some stage lacks information for description.
For example, we only know that the third stage of our process is called refinement and
it happens in a smelting cabin. But we don't know what exactly happens during this
stage.

In this case, you can use a verb to undergo. To undergo = to experience. For
example, you can write: "the material undergoes refinement in a smelting cabin".

And don't forget that you should NOT write a conclusion in Writing task 1 as
you're not giving your opinion, you're describing the data.

SAMPLE 5

The diagram below shows how to recycle organic waste to produce fertiliser
(compost). Summarize the information by selecting and reporting the main features
and make comparisons where relevant.

The diagram reveals the production of fertilizer, or so-called compost, by

recycling organic waste.
Overall, the process of producing fertilizer comprises five stages.

To prepare for the recycling process from organic waste, a plastic container with
2 cubic meters is required. Air is necessary for the manufacturing of compost, so
there are several air slots alongside the body of the container to allow the flow
of air inside and outside the container.

In the following stage, small pieces of waste are put into plastic containers to
form three different layers. The innermost layer is food, next is grass and
newspaper, with 15 centimeters of depth for each layer. Afterward, nitrogen and
hot water are added with the waste layers inside the container which is then
heated continuously over the next 6 months. During the heating stage, the gas
released from the heated mixture escapes into the air through the air slots.
Finally, compost is finally formed which is ready to be used for gardening.

(165 words)

Along/ alongside/ along with

Along
As a preposition, along means ‘in a line next to something long and thin’, e.g. a road, a path:
There were lots of shops along the main street.
I saw three different boats along the bank of the river.
We use along as an adverb with verbs of motion meaning ‘together with’:
Why don’t you come along with us to the party?
They said they’d bring the bikes along and we can ride to the swimming pool.

Alongside
As a preposition, alongside means ‘close beside’, ‘next to’ or ‘together with’:
The trees alongside the fence have all been damaged by the wind. (near)
Put your bike alongside mine. (next to)
I find it difficult to cope with this illness alongside all my other problems. (together with)
We also use alongside as an adverb, meaning ‘along the side of’ or ‘next to’ something:
I parked my car in the drive and William parked his alongside

alongside is together with or at the same time while along is by the length; in a line with the length;
lengthwise.
Along is used to talk about movement on or beside a line. She walked along the footpath. I saw a dark figure
moving along the road
Alongside implies a physical location. For instance, "right next to."
1 : along the side : in parallel position
2 : at the side : close by · a guard with a prisoner alongside
Along with means in conjunction with, or part of a group.
1 : in addition to (something or someone) · a plane carrying heavy radar equipment along with full fuel tanks
2 : together with (something or someone) · A bill came along with the merchandise. · He worked along with several
colleagues to finish on time.
In the example of the wedding invitation, in order for four people to have been alongside each other, they
would have to have been physically huddled in a group, almost touching each other, when writing the
invitation . . .

--------------------

The provided diagram illustrates how fertilizer can be produced from organic
waste at home.
Overall, this process comprises five steps, divided into two main stages: pre-
processing and composting.
Pre-processing consists of three steps, with the first one being the preparation of
a plastic container. This container is 2 cubic meters in volume and has multiple
holes on its body that enable airflow. Moving on to the second step, food, grass,
and newspaper are respectively layered into 15cm-tall piles in the container.
Nitrogen and hot water are also later added to catalyze the waste
decomposition.
Composting includes two steps. First, the mouth of the container is sealed,
leaving the waste inside to decay. The heat produced during this process could
escape through the holes on the container’s body. After six months, the waste
mix turns into fertilizer and is then ready to enrich gardens. The container
itself could be utilized to hold soil on top of the fertilizer layer, making
room for a garden inside.
----------------------------
The diagram shows the production of fertiliser, or compost, by recycling organic
waste. Overall, there are a total of 5 stages to produce compost from waste.

First, to prepare for the recycling process of organic waste, a plastic container
with 2 cubic meters in capacity is required. Also, the air is needed for the
production of compost, so it is allowed to penetrate through several air slots on
walls on the body of the container.
In the next step, small pieces of organic waste are dropped into the container to
form 3 layers of food, grass, and newspaper respectively, with 15 centimeters
for each. The following stage is that nitrogen and water at high temperature are
added with waste to create a mixture in the container which then is heated
continuously over 6 months. During this heating stage, the gas released from
the mixture heated escapes through the air slots. After 6 months, the product
which is compost is finally formed and ready to go for gardening.

---------------------------------

This diagram illustrates the process of recycling organic waste in order to produce garden fertilizer.

The making of compost involves 5 different types, starting with the plastic container making and ending with
the production of fertilizers.

First, a plastic container is taken with holes as to pass the air into it and some wastes are dropped into it which
includes newspaper, grass, food with maintaining the gap of 15cm and then hot water is poured in a compost
pit and nitrogen is sent into it and now it is covered with a tight lid and subjected for heating.

After burning it should be left for 6 months to get good garden compost and therefore it is used as fertilizer
which helps the plant to get nutrients and has the adorable growth of crops and gives the best yield to the
farmers within 120 days.

NATURAL PROCESS
This type of process relates to nature. This may come up in the exam, life cycle, water
cycle, an animal, a plant. You might have to describe something related to the climate,
weather pattern…
Natural process: one of the things about the natural process that makes it challenging
is they do expect you to have some basic science knowledge about these natural
processes, they do expect a natural process that you understand.
In the man-made process, you can talk about the beginning and the end (the 1st step, the
2nd step, the final step). However, most natural processes are typically a cycle. So, if
you are describing a natural process, you will not say the 1st step…2nd step… you
should figure out which place to start. Natural processes usually use active voice, not
passive voice because people are not usually involved in the natural process, so
actions are not being done by somebody. It could be used passive tense sometimes for
example “clouds are flown by the winds”, but most of the time we use active tense for
natural processes.
We use the non-defining relative clauses, sequencers (instead of using the first step,
the second step, next and then,…we might use structures like gradually, overtime,
eventually, other things related to process time such as, overtime, the plants grow…
eventually, it produces…)
In terms of the purpose, we might use indefinite purpose “in order to, so as to…” but
not often because in nature, it’s difficult to say why something happens.
An introduction contains two pieces of information: a paraphrase of the summary and
the main point.
The summary is what they give you in the diagram. The summary tells you what you
are looking at. You paraphrase the question and you are changing the words.
What is the purpose of the main point?
It tells you something specific about the diagram, but it does not tell you about
something so specific like “snow moves down the mountain sides..”
If you don’t know anything about the water cycle, it’s quite difficult for you to do the
reports natural process.
What is the purpose of the introduction?
It tells the readers this is what we are talking about, and this is something we can expect
to give details in the coming paragraphs.
Task 1 writing whether that is a map, a pie chart, a man-made process, a natural
process, it doesn’t matter. In task 1 writing, you need to write “the main points”. If you
don’t give the main points in your report, you will not get a band score higher than 5.0
even your vocabulary and grammar are perfect in task achievement; and really, it’s
quite easy for you to get a 6.0 or even 7.0 if you give the main points in your report.
Two body paragraphs
Write 2 separate body paragraphs detailing each stage of the natural process.
 NATURAL PROCESS LANGUAGE
SEQUENCERS
· Gradually,
· In order to,
· As a result of this,
· Having completed all of these steps,
· The step after this,
· The final stage of the cycle is when,
· At this point in the cycle,
· Overtime,
ORDERING
· The first stage is when + noun + verb
· To begin with
· The process commences with
MIDDLE STAGES
· Eventually,
· This step involves verb-ing
· After this stage is complete,
· The next step is when + noun + verb
· By this stage,
· The step after this + verb
· At the same time,
· While/as
· Once A has finished, B is able to start
LAST STAGE
· Once the final stage has been completed,
EXPRESSING PURPOSE
· A is done (so as) to produce B
· A is done so that/in order that B can be produced
EXPRESSING CAUSE AND RESULT
· As a result,
· This results in + noun
 · A results from B/in B
· A happens, which results in B
· A happens, which leads to B
· A happens, which causes B
· A happens, with the result that B happens

IELTS Writing Task 1 – Từ vựng cho dạng Natural Process

 experience/undergo significant changes: trải qua những thay đổi đáng kể
 pass through three distict physical stages: trải qua ba giai đoạn vật lý khác nhau
 lay a couple of/ a massive number of eggs: đẻ một vài / một số lượng lớn trứng
 begin life as eggs: bắt đầu cuộc sống là những trái trứng
 hatch within 3 to 5 days: nở trong vòng 3 đến 5 ngày
 hatch into …: nở thành con gì
 the hatching process: quá trình nở
 to be … cm in length/ to be … cm long: dài … cm
 vary in size/colours/shapes: đa dạng về kích thước / màu sắc / hình dạng
 to be termed …/ to be commonly called …: được gọi chung là …
 grow to adult size/ grow to maturity/ turn into an adult: tăng trưởng thành kích
thước trưởng thành/ tới giai đoạn trưởng thành
 make it to the adult stage: đạt tới giai đoạn trưởng thành
 emerge/appear: xuất hiện
 feeding grounds: khu vực kiếm ăn
 feed on…: ăn cái gì
 external gills/ internal gills: cái mang bên ngoài / cái mang bên trong
 grow the hind legs/ the front legs: mọc chân sau / chân trước
 grow quickly in size/ double in size: phát triển nhanh chóng về kích thước / kích
thước gấp đôi
 shed their old skin/ shed their outer layer: thay da cũ / thay lớp ngoài của chúng
 moult several times: thay lông vài lần
 breathe underwater: hít thở dưới nước
 make mass migration across long distances: thực hiện di cư hàng loạt với khoảng
cách dài
 the cycle repeats itself/ starts again: chu kỳ lặp lại/ bắt đầu lại
 the life cycle takes/lasts …. days/weeks/…: vòng đời kéo dài …. ngày / tuần / …
 after …days/weeks of development: sau … ngày / tuần phát triển
 normally live for … to … weeks/months/years: thường sống từ … đến … tuần /
tháng / năm
 over the course of … days/weeks: trong bao nhiêu ngày / tuần
 to be covered with …: được che phủ, bao phủ bởi …
 build their nests in trees/on the ground: xây dựng tổ của chúng trên cây / trên
mặt đất
 under optimal conditions: trong điều kiện tối ưu
 in adverse circumstances: trong các trường hợp bất lợi
 NATURAL PROCESS SAMPLE
Life Cycle of a Frog

The flow chart illustrates the development of a frog from egg during its life cycle.
Overall, it is clear that there are six distinct stages illustrated in the process,
commencing with producing eggs in the water and ending with the development of a
mature frog.
The first stage is when the eggs, shown as frogspawn, float on the surface of the lake.
The next step after this is the emergence of the small tadpole after the frogspawn
hatches. At this point in the cycle, the small tadpole has a small body with a long tail.
Over time, the tadpole grows and its body becomes bigger while the tail becomes
longer. At the same time, the legs begin to form so as to prepare the tadpole’s future
life on land. Eventually, the tadpole starts to grow into a young frog with a wider
mouth, a shorter tail, and larger legs although it continues to live in the water.
Gradually, the frog becomes mature, ready to leave the water, and moves onto the land.
When being on land, it starts to breathe air and loses the tail. The final stage of the
cycle is when the adult frog finds a mate in order to lay eggs. Having completed all
these steps, the lifecycle will then begin again.
(215 words)
The diagram below shows the life cycle of a salmon, from egg to adult fish.

The diagram illustrates the stages in the life of the salmon, from birth to maturity.
It is clear that there are six* main stages as the salmon develops from egg to mature
adult. We can also see that salmon spend time in three distinct locations during the
cycle, moving from river to estuary to ocean and then back upstream.
Salmon begin their lives in rivers where the adult fish lay and incubate their eggs. After
emerging from eggs, the young salmon spend the next stage of their lives being reared
in freshwater areas. Then, at some point in their development, the fish swim
downstream to river estuaries where rearing continues.
Following the estuary rearing period, the maturing salmon migrate to the ocean, where
they eventually become fully grown adults. Finally, the adult fish travel back upstream to
spawning areas of rivers; here they reproduce and lay their eggs, and the life cycle
begins anew.
(154 words)
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.
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 vapor in the air
comes from the oceans. The heat from the sun causes water to evaporate, and water
vapor condenses to form CLOUDS. At the second stage, labeled ‘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 filter
through the ground, reaching the impervious layer of the earth. Saltwater INTRUSION is
shown to take place just before groundwater passes into the oceans to complete the
cycle.
(156 words)
The first diagram illustrates the stages in the life of a lady bird, while the
second diagram shows its body structure. Overall, there are four stages in
the life cycle of a lady bird from egg to adult insect. The lady bird’s anatomy
is characterized by colorful elytra of red and black.
Initially, eggs are laid on the underside of a leaf and remain there for
between two to five days. After this, larvae emerge from the eggs and
continue in that form for 21 days. At the end of the three weeks, the pupa
stage begins where the larvae pupate by curling into a pupa on the
backside of a leaf and this lasts for 7 days. At the end of this stage, an adult
lady bird emerges and the life cycle starts again.
The second diagram shows that the lady bird has bright red elytra with
black spots that cover both the wings and the abdomen. It also has six legs
in total, three on each side. On its head, it has eyes and antennae, while
just behind the head there is the pronotum.
The diagram shows the growth cycle of a volcanic island. Write a
150-word report for a university lecturer describing the main
features of the cycle.

IELTS Writing Task 1: Model Answer

The diagram illustrates a natural process in which a volcanic island
grows from beneath the sea, explodes, and then eventually sinks to
become an underwater reef. The process is divided into nine stages.
In the first two stages, called the ‘PRESHIELD’ and ‘PROTOSHIELD’
stages, a mountain gradually builds under the surface of the sea. In
the third or ‘EXPLOSIVE’ phase, hydro-explosions occur which deposit
a cone of ash. A large number of cinder cones then pile up to form a
‘SHIELD’ on top of the volcano.
This shield gradually erodes and subsides to form REEFS below the
surface of the sea. However, there may be ongoing volcanic activity
including lava flows. By the time of the ‘CORAL ATOLL’ stage, the
original form of the volcano has disappeared, and the whole structure
sinks further under the sea during the ‘GUYOT’ stage.
In summary, huge volcanoes rise and fall under the sea in a natural
process known as the volcanic island growth cycle.
(194 words)

Why does this Task 1 answer get an IELTS

band 9 score?
Task achievement: The candidate describes a complex nine-part
natural process in fewer than 200 words by grouping some stages
together and leaving out small details where possible. The
introduction includes an overall description that clearly signals what
the body of the report will contain.
Coherence and cohesion: The body of the report groups the natural
process into two paragraphs rather than attempting to describe each
of the nine stages separately. Events are clearly sequenced and
summarised.
Lexical resource: The candidate uses vocabulary from the diagram
but transforms it where necessary to fit a sentence: erosion > erodes;
subsidence > subsides. The model answer also introduces other
relevant vocabularies, not in the diagram such as deposits, surface,
and structure.
Grammatical range and accuracy: The candidate writes in complex
sentences using conjunctions and relative pronouns. Most of the
sentences have multiple clauses. There are no grammatical mistakes.
In addition to the present simple tense, the present perfect tense is
used to show how events are related in time: the original form of the
volcano has disappeared.

The diagram below shows how rocks are created and destroyed in
the rock cycle.
Summarise the information by selecting and reporting the main
features, and make comparisons where relevant.

The diagram illustrates how rocks are formed due to erosion, heat, and
pressure. Overall, there are three stages in the cyclical process which
creates sedimentary, metamorphic, and igneous rock.

Rock on the surface of the Earth is eroded by the weather into sand and
small stones which are then transported to the sea. These fall to the bottom
of the sea where they form a layer of sediment. Over time, more
sediment builds up on top and the pressure turns the sediment below into
sedimentary rock. As the sedimentary is pushed down, the pressure and
heat increases. Consequently, the sedimentary rock changes into
metamorphic rock.

After metamorphic rock forms, it may slowly pass up to the Earth’s surface,
and the process of erosion and sedimentation repeats. Alternatively, the
metamorphic rock may continue down into the earth. When it reaches a
certain level of pressure and heat, it melts becoming magma. This magma
may rise to the surface through a volcano. When this cools on the Earth’s
surface, igneous rock is formed and the process of erosion begins again.
(178 words)

The diagram below illustrates the carbon cycle in nature.

Write a 150-word description of this diagram for a university
lecturer.

IELTS Writing Task 1: Model Answer

The diagram shows how carbon moves through various stages to form
a complete cycle. This report will give a brief description of the main
stages in this cycle.
First, we can see that energy from the sun is transformed into organic
carbon through a process in plants known as photosynthesis. This
organic carbon is then transferred underground when plants, and the
animals that feed on them, die and decay. Some of this carbon is
trapped underground in the form of fossils and fossil fuels.
Carbon is also released back into the atmosphere, however, through
various means. One is when animals and plants respire, and another is
when humans burn fossil fuels in cars and factories. All this carbon
enters the atmosphere as CO2. It is then reabsorbed by plants, and
the cycle begins again.
Overall, we can see that carbon moves in a natural cycle, although
human factors may now be affecting the balance.
(154 words, IELTS 8.0)

Why does this Task 1 answer get an IELTS

Band 8 score?
Task achievement: The model answer selects and describes most
components of the cycle diagram except for waste products and
ocean uptake. There is an overall description of the cycle followed by
a clearly sequenced and divided description of the stages. The
summary identifies something noteworthy about the diagram. The
length is sufficient.
Coherence and cohesion: The model answer is divided into clear
paragraphs with a logical separation between the body paragraphs and
connective markers first, then, however, and overall. There is a
general overview in paragraph 1 and a summary in paragraph 4.
Referencing techniques such as ellipsis (one is…) are used to avoid
over-repetition of key words.
Lexical resource: The writer makes good use of the language in the
cycle diagram and is also able to change forms in the case
of respiration > respire. The writer also introduces a range of verbs for
describing a process or cycle such
as transform, transfer and release.
Grammatical range and accuracy: The model answer uses a wide
range of forms accurately including countable/uncountable nouns,
active/passive structures, and transitive/intransitive verbs.

PRACTICE TASK 1

LINE GRAPH

The chart below gives information about population growth in three

major Australian cities from 1992 to 2016.

Summarise the information by selecting and reporting the main features and
make comparisons where relevant.
Model Essay

This line graph shows the change in population for the cities of Melbourne,
Sydney, and Brisbane from 1992 to 2017.

While all cities saw a net increase in annual population growth by 2011, and
the most dramatic increases happened between 2007 and 2010. In spite of
this overall trend, there were a number of rises and falls in growth, with all
cities showing a decrease in growth in 2011.

Although it started out with the least annual growth, Melbourne’s growth
accelerated the most overall, starting with only a roughly 23k increase in
people in 1992, but gaining around 110,000 people in 2017. Brisbane
started out with nearly as little growth as Melbourne, but had a lower net
gain, rising from slightly over 23k growth in 1992 to a gain of merely 50,000
by 2017. Sydney started out with the highest growth rate at 30,000 in a
year, but ended with 105,000 annual growth by the end of the period, just
behind Melbourne.

Why does this essay have a band 9 score?

All of Magoosh’s model IELTS Academic Writing Task 1 essays are meant to
be band 9. But this model essay is special. Here, we’re going to give you a
detailed explanation as to why this is a band 9 essay! Our scoring rationale
is based on the band 9 category descriptors in the official rubric for Writing
Task 1.

Task achievement

Per the instructions, this essay summarizes the information by identifying

the main features in paragraph one, reporting the general content of the
main features in paragraph two, and making relevant comparisons between
the cities in the graph in paragraph three. This matches the band 9
descriptor “fully satisfies all the requirements of the task.

The essay organizes its paragraphs clearly, identifying the characteristics of

the graph in the first paragraph, reporting the main features in the second,
and making comparisons in the third. Each paragraph’s ideas are connected
with appropriate linking words, such as “while,” “in spite of,” “although,” and
so on. This matches with “clearly presents a fully developed response” in the
band 9 task achievement section.

Coherence and cohesion

Coherence and cohesion are tied closely to the points I mentioned above in
task achievement. This essay organizes similar ideas closely together in
paragraphs without any distracting less relevant details and uses natural-
sounding transitions. In doing this, the essay “uses cohesion in such a way
that it attracts no attention” and “skillfully manages paragraphing.”

Lexical resource

While this essay does repeat sum specialized terms related to the graph,
such as “annual,” it uses a variety of language to describe the same thing
when possible. As one example, when describing the beginning point on the
graph for each of the three cities in the final paragraph, the essay uses the
terms “started out,” “began,” and “initially had.” The means that the essay
“uses a wide range of vocabulary,” per level 9 of the rubric.

Not only are the words varied, but they are also very suited to the context
and meaning. For instance, sophisticated phrasing such as “net increase”
and “the most dramatic increases” appear in paragraph 1. Overly wordy
terms such as “the total increase for each year combined” are avoided for
the most part. So are slightly awkward-sounding phrases like “the very
shocking increases.”

Moreover, the mistakes in word use that do appear in the essay are minor.
“Amounts of people” in the first paragraph is overly simple and slightly
awkward, but the essay uses the much better term “population” after that
initial slip. Similarly, the use of the term “trending” when “trends” would be
a more commonly used word with more accurate meaning, is a very minor
word form error.

Ultimately, this links to the rubric’s description of “very natural and

sophisticated control of lexical features,” where “rare minor errors occur only
as “slips.”

Grammatical range and accuracy

This essay shows a level of grammar variety that’s comparable to its variety
of vocabulary. The first paragraph consists of a sentence with a relatively
simple structure, but with a sophisticated prepositional phrase modifying the
noun “change.” The paragraphs that follow have compound sentences (the
first sentence of paragraph 2), and the use of a variety of modifying phrases
(ex: “with all cities…”, “rising from slightly…”).

There is a minor error in parallel structure in the first sentence of the second
paragraph, with a shift from present participle “starting” to past tense
“gained.”
Together, these aspects of grammar in the essay satisfy the level 9 rubric
descriptor “uses a wide range of structures with full flexibility and accuracy;
rare minor errors occur only as ‘slips’.”

BAR

The bar chart shows the relative electricity consumption and cost
per year of various household devices.

Write a 150-word report for a university lecturer explaining the data

and making comparisons where relevant.
Model Answer

The bar chart compares the energy consumption and expense of operating
16 different items of household equipment. Overall, we can see significant
differences in both cost and consumption.

To begin with, there are some common household items which consume
relatively little energy. These include an electric blanket (approx. $10 or
100kwh/year), a microwave oven (approx. $15 or 150kwh/year) and a
television (approx. $17 or 170kwh/year).

By contrast, devices that might be classified as ‘luxury’ items such as a pool

pump or spa are comparatively expensive and energy-intensive, at nearly
$125 or 1500kwh/year and around $190 or 2225kwh/year respectively.

It is interesting to note that even among household items normally

considered alike, such as a microwave and refrigerator, there are enormous
discrepancies in cost and energy use. The former uses only around $15 or
150kwh/year, while the latter consumes at least six times that amount at
$90 or 1150kwh/year.

In conclusion, it appears that there is no clear pattern in the relative energy

consumption of domestic equipment, although households had better be
aware of the high running costs of luxury items such as a pool pump and
spa.

(187 words, IELTS 9.0)

Why does this Task 1 answer get an IELTS Band 9 score?

Task achievement: The model answer presents an overall description first,

followed by key supporting details that illustrate the main trend.

Coherence and cohesion: The model answer is divided into clear

paragraphs and each paragraph contains one main idea. There are cohesive
links between paragraphs. A variety of reference links are used throughout,
including the former, the latter, and respectively.

Lexical resource: The language in the question is effectively paraphrased.

Synonyms are introduced for key concepts such as electricity consumption >
energy use and cost > expense. Some less-common words such
as discrepancies and energy-intensive are used.

Grammatical range and accuracy: The model answer is free from

grammatical errors. Sentences tend to consist of multiple clauses.
Paragraphs contain a variety of sentence structures.

TABLE

The table below shows the primary funding sources of international

students in the US during the years 2003/04 and 2013/14. Write a
150-word report for a university lecturer describing the data and
make comparisons where relevant.
Sample Answer

The table shows how international students in the US funded their studies in
the years 2003/04 and 2013/14. Overall, there was a noticeable trend
towards sponsorship by foreign governments, foreign universities, and
current employers over the ten-year period.

First of all, the period 2003/04 to 2013/14 witnessed a significant rise in the
number of international students in the US, from 572,509 to 886,052, a rise
of more than 50%. Given the large increase, were there any changes in how
foreign students paid for their studies?

The table shows that the two main funding sources were ‘Personal and
Family’ and ‘US College or University’, which together accounted for 90% of
funding in 2003/2004. However, taken together, these two sources had
dropped to 84% by 2013/14.

At the same time, there was substantial growth in the numbers of students
funded by ‘Foreign Government or University’ and ‘Current Employer’, which
saw increases of 383% and 390% respectively. Even though they still
accounted for only a small minority of funding, both sources became more
important to foreign students during the period.

(177 words, IELTS 9.0)

Why Does This Task 1 Answer Get IELTS 9.0?

Task achievement: The sample answer identifies a major point of interest

in the data and supports this with relevant figures from the table.

Coherence and cohesion: The sample answer is organised into paragraphs

which are connected logically. There is an overall description at the
beginning and end of the answer.

Lexical resource: The sample answer uses vocabulary appropriate to

comparing data such as ‘accounted for’ and ‘witnessed a significant rise’.
Native-like collocation is used throughout the model answer.

Grammatical range and accuracy: The sample answer includes many

examples of complex sentences that combine a main point with supporting
evidence in two clauses.

PROCESS

The diagram below shows how oil is refined and supplied for use as
fuel for cars, planes and ships.

Summarise the information by selecting and reporting the main

features, and make comparisons where relevant.
The diagram illustrates the process of refining oil for use as fuel in the
transportation industry. Overall, this linear process has four main steps,
starting with the extraction of the oil from the ground and finishing with
distillation.

In the first stage, oil is extracted from beneath the ocean by workers on an
oil rig. Subsequently, the oil is kept in storage tanks. When enough oil has
been collected, it is transported on a tanker to a refinery.

At the refinery, the crude oil is processed in order to make it suitable as fuel
for transport. First, crude oil is passed through a furnace, where it is heated
to around 600 degrees Celsius. Consequently, it becomes a gas and then is
passed into the distillation tower. Following the heating process, the gas
rises and cools. At different temperatures different types of fuel condense
and become liquid. At 450, 200 and 60 degrees, boat, plane and car fuel
respectively condense. After the process is complete, the fuel can be
transported by truck or pipeline to the place of sale.

The diagram below gives information about the recycling of glass

and plastic containers.
Summarise the information by selecting and reporting the main features and
make comparisons where relevant.

Model Essay

This flowchart shows the differences and similarities in the life cycles of glass
and plastic containers, from creation and use to recycling and re-creation.

This diagram reveals both similarities and differences in the way that plastic
and glass goods are made, recycled, and then made anew. The processes
have more differences than similarities, but there are some more significant
differences in the earlier stages of the recycling process.

The initial collection and transport of both goods are the same. However,
after that, glass is sorted by color and may then be immediately crushed,
while plastic is sorted by quality and must be bundled before it can be
shredded.

Once the glass is crushed and the plastic is shredded, the processes become
more similar again. At this point, both the glass and plastic pieces are
washed, and then melted and reshaped into new products. These final steps
are nearly identical, although the melting and reshaping of the glass must be
done by two separate machines rather than one.

MAP

The diagrams below show changes that have taken place in the
Sawry District neighbourhood since 1920.

Summarise the information by selecting and reporting the main features and
make comparisons where relevant.
Model Essay

This pair of maps depicts change over the course of a century in the Sawry
District neighborhood by showing the area in 1920 and 2020.

The overall change in the neighborhood is one of growth. By 2020 there are
more businesses, more housing, and greater public services. However, not
all businesses and services remained intact after 1920.

Business and housing saw the most change and growth. The cannery
present in 1920 was replaced by an office complex. Two of the houses near
the Elmwood River were demolished and replaced by a road and an
apartment complex. Oak Avenue went from having two houses and a shop
to having three houses, two shops, an apartment complex, and a petrol
station.

The change in public services was less significant than the change in housing
and businesses. Prestwich Primary School was demolished and then rebuilt
as a bigger school, closer to Oak Street’s shops. And Elmwood River gained
a bridge and a bike path, the latter of which replaced the small beach seen
on the 1920 map.

MIXED CHART

The graph and table below show the average monthly rainfalls and average
annual rainfalls for three towns in the district of Kona in Hawaii for a 30-year
period (1971-2000).

Summarise the information by selecting and reporting the main features and
make comparisons where relevant.
 TOWN AVERAGE ANNUAL RAINFALL (1971-2000)

Kainaliu 138.38

Opihihale 97.53

Holualoa 110.48

Model Essay (with scorer commentary)

The chart and table show the average monthly and annual rainfall for the
towns of Kanaliu, Opihihale, and Holualoa from 1971 to 2000.

Average monthly rainfalls are usually higher from June to September and
tend to be lower between October and May. However, rainfall can differ a
good deal between towns, and these differences add up to distinctly different
annual numbers.

Opihihale usually has the least rainfall but has slightly more (less than 2 cm
difference) rainfall than the Holualoa around August, and slightly more than
both towns for a time in November. In contrast, Kainaliu’s monthly rainfall is
often the highest, 7-9 cm greater than Opihihale and 5-7 cm greater than
Holualoa at the height of the summer and fall rainy periods.

The larger differences during the higher rainfall periods add up over the
course of the year. In the table, Kainaliu clearly has the most annual rainfall,
Opihihale has the least by far, and Holualoa sits between these two
extremes, somewhat closer to Opihihale than to Kainaliu.

Scorer Commentary (Comparing Two Graphics, Band 9)

The score report below is based on the official IELTS Writing Task 1 rubric.
This report also looks very similar to the Magoosh IELTS essay scoring
service.

Overall Band Score: 9

COHEREN GRAMM
TASK LEXICAL
CATEGO CE AND AL RAN
ACHIEVEMENT/RESPO RESOUR
RY COHESIO AND
NSE CE
N ACCUR

SCORE 9 9 9 9

What was done well in the essay:

 This essay has 161 words, more than the 150 minimum. Always make
sure you exceed that 150 mark, so you can avoid the IELTS Writing
word count penalty.
 The essay covers all the major details seen in the two infographics,
describing the overall trends that apply to all three towns. It also
covers month-to-month and annual differences, as well as differences
between the towns.
 The paragraphs are neatly divided by topic, with a first paragraph
overview, followed by a paragraph on overall trends, followed by a
paragraph on monthly averages and a paragraph on annual rainfall.
 Great use of transitional phrases such as “however” and “in contrast,”
as well as referential phrasing like “these differences” and “in the
table.” This clearly illustrates the relationship between different ideas
and different pieces of data.
 The vocabulary and grammar works well here. There are no serious
errors, and there is a good variety of word choice and sentence
structure so that nothing feels repetitive.