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T
Ổ
NG H
Ợ
P BÀI MÂU
collected by ielts-nguyenhuyen.com
IELTS WRITING TASK 1
SIMON
Góc học nhỏ của Huyền tại
nhà
CÁCH TỰ HỌC
IELTS WRITING
Contact
https://ielts-nguyenhuyen.com/
https://www.facebook.com/ieltsfocusmode
https://www.youtube.com/@IELTSNguyenHuyen
093 663 5052
093 663 5052
không biết nên học theo tài liệu nào
đây?
học như thế nào mới hiệu quả?
phân tích bài mẫu ra sao đây?
. . .
Ngày đó Huyền không có điều kiện tham
gia bất kỳ lớp học IELTS nào nên Huyền đã
tự học hoàn toàn. Kỹ năng IELTS Writing
cũng vậy, Huyền đã tự học hoàn toàn
bằng cách phân tích những bài mẫu như
trong eBook này. Vì tự học hoàn toàn nên
Huyền hiểu được cảm giác:
Đây cũng là lý do Huyền tổng hợp các bài
mẫu của thầy Simon thành một eBook
như thế này.
Thầy Simon là người thầy mà Huyền theo
học từ những ngày mới "chân ướt chân
ráo" biết đến IELTS. Tất nhiên Huyền
không được học các lớp của thầy rồi, mà
Huyền chỉ tự học thông qua các bài mẫu
thầy đăng trên website ielts-simon.com
thôi. Huyền rất thích phong cách đơn giản
của thầy, trong Writing lẫn Speaking.
Huyền mong rằng những tài liệu như thế
này sẽ một phần nào đó hỗ trợ con đường
tự học của mọi người nhé.
Chúc mọi người học tốt và đạt được mục
tiêu đã đặt ra nhé <3
VỞ/BÌA CÒNG
Mỗi bạn có cách ghi chú và sử dụng các hệ
thống ghi chú khác nhau. Sau đây là cách
Huyền thường hệ thống các kiến thức đã học:
Huyền thường sử dụng những quyển vở như
thế này để ghi chú lại những gì đã học.
Chúng ta có thể mua 4 quyển vở tương ứng
với 4 kỹ năng như thế này. Đây là SHOP
Huyền mua các quyển vở như hình bên cạnh.
Đối với bạn nào thích bìa còng, bạn có thể
mua bìa còng và giấy refill riêng như thế này
để ghi chú.
CÁCH GHI CHÚ
VÀ HỆ THỐNG KIẾN THỨC
GHI CHÚ TRÊN MÁY
Ngoài việc ghi chú trên giấy, Huyền cũng dùng các nền tảng như
Notion, Canva, và các ứng dụng trong Google Workspace để hệ
thống lại các kiến thức đã học.
Cách này hiệu quả với người A
không có nghĩa nó cũng sẽ hiệu quả
với người B.
Chúng ta hãy thử các cách ghi chú,
hệ thống kiến thức khác nhau để tìm
ra cách hiệu quả nhất với bản thân
nhé.
Huyền thích ghi chú kiểu "màu sắc"
một xíu, nhưng nhiều bạn lại thích
ghi chú theo phong cách đơn giản. -
> Không sao cả, không có cách ghi
chú sai hay đúng, mà quan trọng là
nó có phù hợp với mình hay không
mà thôi.
LƯU Ý
Line graph ............................................................................................... 2
Pie chart .................................................................................................. 9
Table ....................................................................................................... 13
Bar chart ................................................................................................. 21
Multiple graphs and charts .................................................................. 31
Process..................................................................................................... 36
Map ......................................................................................................... 43
IELTS Writing Task 1
1.
2.
3.
4.
5.
6.
7.
CÁCH HỌC EBOOK TỔNG HỢP BÀI MẪU
IELTS WRITING TASK 1 SIMON
Từ đồng nghĩa để viết Mở bài -> chúng ta sẽ học được lượng từ đồng nghĩa rất lớn sau khi phân tích các bài
mẫu trong eBook này.
Các điểm quan trọng nhất, nổi bật nhất của biểu đồ đó -> phân tích phần Overview sẽ cho chúng ta biết
điều này. Từ đây chúng ta sẽ học được cách nhìn “bigger picture” để chọn ra được những điểm/ xu hướng
quan trọng nhất.
Cách người viết chia Body như thế nào? Họ dựa vào tiêu chí nào để chia Body như vậy?
Cách người viết chọn số liệu ra sao. Có những bài trong đó chứa hàng chục số liệu -> Người viết đã chọn
những số liệu nào? Tại sao họ lại bỏ qua những số liệu còn lại?
Cách người viết so sánh và thể hiện các số liệu đó như thế nào? Họ dùng những từ vựng, cấu trúc nào hay để
mô tả xu hướng, điểm giống/khác nhau, …
Huyền tổng hợp các bài mẫu này theo dạng bài: Line graph - Pie chart - Table - Bar chart - Mixed - Process -
Map. Nếu bạn đang cảm thấy mình gặp nhiều vấn đề với dạng nào bạn có thể mở phần mục lục và đi thẳng vào
dạng đó để phân tích nhé.
Cách phân tích bài mẫu IELTS Writing
Bước 1: Bạn có thể phân tích ngay trên chính eBook này hoặc in ra để ghi chú cho tiện.
Bước 2: Đối với những bạn mới, bạn có thể phân tích theo trình tự các dạng Huyền đã sắp xếp trong eBook. Đối
với những bạn đang trong giai đoạn thực hành viết, bạn có thể phân tích bất cứ dạng nào bạn đang thiếu từ
vựng hoặc gặp khó khăn nhất.
Bước 3: Trong quá trình phân tích chúng ta sẽ tập trung vào các điểm sau:
Bước 4: Ghi chú lại những gì quan trọng nhất: từ đồng nghĩa, cấu trúc xu hướng/ so sánh/ dự đoán, …
Bước 5: Thực hành viết từng phần dựa trên những gì đã ghi chú được và gửi sửa để học từ các lỗi của chính
mình.
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
1
The line graph compares the average price of a barrel of oil with the
food price index over a period of 11 years.
It is clear that average global prices of both oil and food rose
considerably between 2000 and 2011. Furthermore, the trends for
both commodities were very similar, and so a strong correlation
(93.6%) is suggested.
In the year 2000, the average global oil price was close to $25 per
barrel, and the food price index stood at just under 90 points. Over
the following four years both prices remained relatively stable,
before rising steadily between 2004 and 2007. By 2007, the average
oil price had more than doubled, to nearly $60 per barrel, and food
prices had risen by around 50 points.
A dramatic increase in both commodity prices was seen from 2007
to 2008, with oil prices reaching a peak of approximately $130 per
barrel and the food price index rising to 220 points. However, by the
beginning of 2009 the price of oil had dropped by roughly $90, and
the food price index was down by about 80 points. Finally, in 2011,
the average oil price rose once again, to nearly $100 per barrel, while
the food price index reached its peak, at almost 240 points.
over a period of (n)
years: trong vòng bao
nhiêu năm
to rise considerably:
tăng m
ạ
nh
the trends for both A
and B were very similar:
xu h
ướ
ng cho A và B râ
́
t
giô
́
ng nhau
to remain relatively
stable: gi
ữ
t
ươ
ng đô
́
i
ổ
n
đ
ị
nh
more than double: tăng
h
ơ
n gâ
́
p đôi
A dramatic increase in ...
was seen: m
ộ
t s
ự
gia
tăng trong ... đ
ượ
c ghi
nh
ậ
n
reach a peak of ...: đ
ạ
t
đ
ỉ
nh đi
ể
m/ đi
ể
m cao
nhâ
́
t là bao nhiêu
2
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
LINE GRAPH
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The graph below shows changes in global
food and oil prices between 2000 and
2011.
The line graph compares three companies in terms of their waste
output between the years 2000 and 2015.
It is clear that there were significant changes in the amounts of waste
produced by all three companies shown on the graph. While
companies A and B saw waste output fall over the 15-year period,
the amount of waste produced by company C increased
considerably.
In 2000, company A produced 12 tonnes of waste, while companies
B and C produced around 8 tonnes and 4 tonnes of waste material
respectively. Over the following 5 years, the waste output of
companies B and C rose by around 2 tonnes, but the figure for
company A fell by approximately 1 tonne.
From 2005 to 2015, company A cut waste production by roughly 3
tonnes, and company B reduced its waste by around 7 tonnes. By
contrast, company C saw an increase in waste production of
approximately 4 tonnes over the same 10-year period. By 2015,
company C’s waste output had risen to 10 tonnes, while the
respective amounts of waste from companies A and B had dropped
to 8 tonnes and only 3 tonnes.
in terms of: vê
̀
...
o ver the 15-year period:
trong th
ờ
i gian 15 năm
the amount of waste
produced: l
ượ
ng châ
́
t
th
ả
i th
ả
i ra
increased considerably:
tăng đáng k
ể
respectively: lâ
̀
n l
ượ
t
rise by ...: tăng + sô
́
chênh l
ệ
ch
approximately: kho
ả
ng,
xâ
́
p x
ỉ
saw an increase in: thâ
́
y
s
ự
tăng lên trong
the respective amounts
of waste: l
ượ
ng châ
́
t th
ả
i
t
ươ
ng
ứ
ng
3
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
LINE GRAPH
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The graph below shows the amounts of waste produced by three companies over a period of
15 years.
The line graphs show the average monthly amount that parents
in Britain spent on their children’s sporting activities and the
number of British children who took part in three different
sports from 2008 to 2014.
It is clear that parents spent more money each year on their
children’s participation in sports over the six-year period. In
terms of the number of children taking part, football was
significantly more popular than athletics and swimming.
In 2008, British parents spent an average of around £20 per
month on their children’s sporting activities. Parents’ spending
on children’s sports increased gradually over the following six
years, and by 2014 the average monthly amount had risen to just
over £30.
Looking at participation numbers, in 2008 approximately 8
million British children played football, while only 2 million
children were enrolled in swimming clubs and less than 1 million
practised athletics. The figures for football participation
remained relatively stable over the following 6 years. By
contrast, participation in swimming almost doubled, to nearly 4
million children, and there was a near fivefold increase in the
number of children doing athletics.
take part in = to be involved in
something: tham gia vào
spent an avera ge of ... on ...: đã
chi trung bình kho
ả
ng ... cho ...
in creased gradually over the
following six years: tăng dâ
̀
n
trong sáu năm tiê
́
p theo
enrol = to arrange for yourself
or for somebody else to
officially join a course, school,
etc.: ghi danh
remained relatively stable: gi
ữ
t
ươ
ng đô
́
i
ổ
n đ
ị
nh
participation in = the act of
taking part in an activity or
event: vi
ệ
c tham gia vào ...
double = to become, or make
something become, twice as
much or as many: gâ
́
p đôi
there was a near fivefold
increase in ...: có m
ộ
t s
ự
tăng
gâ
̀
n nh
ư
gâ
́
p 5 lâ
̀
n trong ...
4
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
LINE GRAPH
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The first chart below gives information about the money spent by British parents on
their children’s sports between 2008 and 2014. The second chart shows the number of
children who participated in three sports in Britain over the same time period.
The line graph compares figures for daily travel by workers in the UK
using three different forms of transport over a period of 60 years.
It is clear that the car is by far the most popular means of transport
for UK commuters throughout the period shown. Also, while the
numbers of people who use the car and train increase gradually, the
number of bus users falls steadily.
In 1970, around 5 million UK commuters travelled by car on a daily
basis, while the bus and train were used by about 4 million and 2
million people respectively. In the year 2000, the number of those
driving to work rose to 7 million and the number of commuting rail
passengers reached 3 million. However, there was a small drop of
approximately 0.5 million in the number of bus users.
By 2030, the number of people who commute by car is expected to
reach almost 9 million, and the number of train users is also
predicted to rise, to nearly 5 million. By contrast, buses are
predicted to become a less popular choice, with only 3 million daily
users.
the most popular means
of transport: ph
ươ
ng
ti
ệ
n giao thông ph
ổ
biê
́
n
nhâ
́
t
throughout the period
show n: trong suô
́
t th
ờ
i
gian đ
ượ
c nêu ra
increase gradually: tăng
dâ
̀
n
falls steadily: gi
ả
m dâ
̀
n
on a daily basis: hàng
ngày
respectively: lâ
̀
n l
ượ
t
there was a small drop ...
in: có m
ộ
t s
ự
gi
ả
m nh
ẹ
...
trong
is expected to: đ
ượ
c d
ự
đoán ...
is also predicted to: cũng
đ
ượ
c d
ự
đoán ...
5
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
LINE GRAPH
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The graph below shows the average number of UK commuters travelling each day
by car, bus or train between 1970 and 2030.
The line graph shows changes in the per capita consumption of
beef, pork, broilers and turkey in the United States between
1955 and 2012.
It is noticeable that beef was by far the most popular of the four
types of meat for the majority of the 57-year period. However, a
considerable rise can be seen in the consumption of broilers,
with figures eventually surpassing those for beef.
Between 1955 and 1976, US beef consumption rose from
around 60 to a peak of 90 pounds per person per year. During
the same period, consumption of broilers also rose, to nearly 30
pounds per person, while the figures for pork fluctuated
between 50 and 40 pounds per person. Turkey was by far the
least popular meat, with figures below 10 pounds per capita
each year.
By 2012, the amount of beef consumed by the average
American had plummeted to around 50 pounds, but the
consumption of broilers had doubled since the 1970s, to
approximately 55 pounds per capita. By contrast, there were no
significant changes in the trends for pork and turkey
consumption over the period as a whole.
per capita = for each person: bình
quân đâ
̀
u ng
ườ
i
pork = meat from a pig that has
not been cured (= preserved
using salt or smoke): th
ị
t heo
broiler = a young chicken suitable
for broiling or roasting: gà th
ị
t
the majority of ... : phâ
̀
n l
ớ
n ...
with figures eventually
surpassing those for ...: v
ớ
i con sô
́
cuô
́
i cùng v
ượ
t qua con sô
́
c
ủ
a ...
during the same period: trong
cùng th
ờ
i gian đó
by far = by a great amount: cho
đê
́
n nay
plummet (v) = to fall suddenly
and quickly from a high level or
position: gi
ả
m nhanh/đ
ộ
t ng
ộ
t
double: gâ
́
p đôi
there were no significant changes
in the trends for ...: không có thay
đ
ổ
i đáng k
ể
nào trong xu h
ướ
ng
cho ...
6
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
LINE GRAPH
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The graph below shows trends in US meat and poultry consumption.
The line graph compares average yearly spending by Americans on
mobile and landline phone services from 2001 to 2010.
It is clear that spending on landline phones fell steadily over the 10-
year period, while mobile phone expenditure rose quickly. The year
2006 marks the point at which expenditure on mobile services
overtook that for residential phone services.
In 2001, US consumers spent an average of nearly $700 on
residential phone services, compared to only around $200 on cell
phone services. Over the following five years, average yearly
spending on landlines dropped by nearly $200. By contrast,
expenditure on mobiles rose by approximately $300.
In the year 2006, the average American paid out the same amount of
money on both types of phone service, spending just over $500 on
each. By 2010, expenditure on mobile phones had reached around
$750, while the figure for spending on residential services had fallen
to just over half this amount.
average yearly spending:
chi tiêu trung bình hàng
năm
The year 2006 marks the
point at which ...: Năm
2006 đánh dâ
́
u c
ộ
t mô
́
c
t
ạ
i đó ...
spent an average of ... on
...: chi trung bình bao
nhiêu tiê
̀
n cho ...
B y contrast: Ng
ượ
c l
ạ
i
paid out the same
amount of money on: chi
tr
ả
m
ộ
t l
ượ
ng tiê
̀
n t
ươ
ng
t
ự
fallen to just over half
this amount: gi
ả
m xuô
́
ng
ch
ỉ
h
ơ
n m
ộ
t n
ử
a sô
́
tiê
̀
n
này
7
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
LINE GRAPH
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The graph below shows US consumers' average annual expenditures on cell phone and
residential phone services between 2001 and 2010
The line graph compares the percentage of people aged 65 or more
in three countries over a period of 100 years.
It is clear that the proportion of elderly people increases in each
country between 1940 and 2040. Japan is expected to see the most
dramatic changes in its elderly population.
In 1940, around 9% of Americans were aged 65 or over, compared to
about 7% of Swedish people and 5% of Japanese people. The
proportions of elderly people in the USA and Sweden rose gradually
over the next 50 years, reaching just under 15% in 1990. By contrast,
the figures for Japan remained below 5% until the early 2000s.
Looking into the future, a sudden increase in the percentage of
elderly people is predicted for Japan, with a jump of over 15% in just
10 years from 2030 to 2040. By 2040, it is thought that around 27%
of the Japanese population will be 65 years old or more, while the
figures for Sweden and the USA will be slightly lower, at about 25%
and 23% respectively.
see the most dramatic
changes in ...: thâ
́
y
nh
ữ
ng thay đ
ổ
i l
ớ
n nhâ
́
t
trong ...
a sudden increase in:
m
ộ
t s
ự
gia tăng đ
ộ
t ng
ộ
t
trong
with a jump of: v
ớ
i m
ứ
c
tăng là bao nhiêu
respectively = in the
same order as the people
or things already
mentioned: lâ
̀
n l
ượ
t
8
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
LINE GRAPH
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The graph below shows the proportion of the population aged 65 and over between 1940 and 2040
in three different countries.
The pie charts compare visitors’ responses to a survey about
customer service at the Parkway Hotel in 2005 and in 2010.
It is clear that overall customer satisfaction increased considerably
from 2005 to 2010. While most hotel guests rated customer service
as satisfactory or poor in 2005, a clear majority described the hotel’s
service as good or excellent in 2010.
Looking at the positive responses first, in 2005 only 5% of the hotel’s
visitors rated its customer service as excellent, but this figure rose to
28% in 2010. Furthermore, while only 14% of guests described
customer service in the hotel as good in 2005, almost three times as
many people gave this rating five years later.
With regard to negative feedback, the proportion of guests who
considered the hotel’s customer service to be poor fell from 21% in
2005 to only 12% in 2010. Similarly, the proportion of people who
thought customer service was very poor dropped from 15% to only
4% over the 5-year period. Finally, a fall in the number of
‘satisfactory’ ratings in 2010 reflects the fact that more people gave
positive responses to the survey in that year.
customer satisfaction:
s
ự
hài lòng c
ủ
a khách
hàng
majority = the largest
part of a group of people
or things: phâ
̀
n l
ớ
n
With regard to negative
feedback: Vê
̀
ph
ả
n hô
̀
i
tiêu c
ự
c
a fall in: m
ộ
t s
ự
gi
ả
m
trong
positive responses: ph
ả
n
hô
̀
i tích c
ự
c
9
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
PIE CHART
The charts below show the results of a questionnaire that asked visitors to the Parkway
Hotel how they rated the hotel's customer service. The same questionnaire was given to
100 guests in the years 2005 and 2010.
The pie charts give information about the water used for residential,
industrial and agricultural purposes in San Diego County, California,
and the world as a whole.
It is noticeable that more water is consumed by homes than by
industry or agriculture in the two American regions. By contrast,
agriculture accounts for the vast majority of water used worldwide.
In San Diego County and California State, residential water
consumption accounts for 60% and 39% of total water usage. By
contrast, a mere 8% of the water used globally goes to homes. The
opposite trend can be seen when we look at water consumption for
agriculture. This accounts for a massive 69% of global water use, but
only 17% and 28% of water usage in San Diego and California
respectively.
Such dramatic differences are not seen when we compare the figures
for industrial water use. The same proportion of water (23%) is used
by industry in San Diego and worldwide, while the figure for
California is 10% higher, at 33%.
account for = to be a
particular amount or
part of something: chiê
́
m
...%
r esidential water
consumption: l
ượ
ng
n
ướ
c tiêu th
ụ
c
ủ
a khu
dân c
ư
mere = used when you
want to emphasize how
small, unimportant, etc.
somebody/something is:
ch
ỉ
w ater consumption for
agriculture: l
ượ
ng n
ướ
c
tiêu th
ụ
cho nông nghi
ệ
p
industrial water us e:
l
ượ
ng n
ướ
c s
ử
d
ụ
ng
trong công nghi
ệ
p
10
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
PIE CHART
The pie charts below compare water usage in San Diego, California and
the rest of the world.
The pie charts compare the proportions of people falling into
three distinct age groups in Yemen and Italy in two different years.
It is clear that Italy had the older population in the year 2000, and
that the same is predicted for the year 2050. The populations of
both countries are expected to age over the fifty-year period.
In the year 2000, just over half of the population of Yemen was
aged 14 or under, while most Italians (61.6%) fell into the 15 to 59
age group, and only 14.3% were children under 15 years of age.
People aged 60 or over accounted for almost a quarter of the
Italian population, but only 3.6% of the inhabitants of Yemen.
By 2050, the proportion of children under 15 is predicted to drop
in both countries, most noticeably in Yemen where the figure is
expected to fall by 13.1%. On the other hand, the figures for elderly
people are expected to rise, by 2.1% in Yemen and a massive 18.2%
in Italy. Finally, it is anticipated that the 15 to 59 age group will
grow by around 10% in Yemen, but shrink by around 15% in Italy.
fall into something = to be
able to be divided into
something: chia thành
three distinct age groups:
ba nhóm tu
ổ
i riêng bi
ệ
t
age = to become older: già
đi
just over half of: ch
ỉ
h
ơ
n
m
ộ
t n
ử
a
a quarter = one of four
equal parts of something:
1/4
it is anticipated that: ng
ườ
i
ta d
ự
đoán ră
̀
ng
reach a peak of ...: đ
ạ
t đ
ỉ
nh
đi
ể
m/ đi
ể
m cao nhâ
́
t là bao
nhiêu
shrink = to become or to
make something smaller in
size or amount: gi
ả
m
11
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
PIE CHART
The charts below give information on the ages
of the populations of Yemen and Italy in 2000
and projections for 2050.
The pie charts compare the expenditure of a school in the UK in
three different years over a 20-year period.
It is clear that teachers’ salaries made up the largest proportion of
the school’s spending in all three years (1981, 1991 and 2001). By
contrast, insurance was the smallest cost in each year.
In 1981, 40% of the school’s budget went on teachers’ salaries. This
figure rose to 50% in 1991, but fell again by 5% in 2001. The
proportion of spending on other workers’ wages fell steadily over the
20-year period, from 28% of the budget in 1981 to only 15% in 2001.
Expenditure on insurance stood at only 2% of the total in 1981, but
reached 8% in 2001. Finally, the percentages for resources and
furniture/equipment fluctuated. The figure for resources was highest
in 1991, at 20%, and the proportion of spending on furniture and
equipment reached its peak in 2001, at 23%.
expenditure = the act of
spending or using
money; an amount of
money spent: chi tiêu
made up the largest
proportion of: chiê
́
m t
ỷ
tr
ọ
ng l
ớ
n nhâ
́
t
The proportion of
spending on ...: T
ỷ
tr
ọ
ng
chi tiêu cho ...
fluctuate = to change
frequently in size,
amount, quality, etc.,
especially from one
extreme to another: dao
đ
ộ
ng
reached its peak: đ
ạ
t
m
ứ
c cao nhâ
́
t
12
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The three pie charts below show how
the changes in annual spending by a
particular UK schools in 1981, 1991,
and 2001.
PIE CHART
The table compares two primary schools in terms of the proportions
of their pupils who experienced seven different educational
problems in the years 2005 and 2015.
It is noticeable that school A had higher proportions of children with
all seven educational difficulties in both years. However, while
school A managed to reduce the incidence of most of the problems
between 2005 and 2015, school B saw an overall rise in the
percentage of children who were struggling.
In 2005, 42% of school A’s pupils found it difficult to follow
instructions, whereas only 6% of pupils in school B experienced this
problem. Similarly, between 30 and 40 per cent of children attending
school A had problems in the areas of spelling, listening, verbal
expression and concentration in lessons, while the equivalent figures
for school B stood at between 5 and 15 per cent.
In 2015, the difference between the two schools was less
pronounced. Notably, the proportion of children who struggled to
follow instructions fell by 24% in school A, and this school also saw
falls of 22%, 15%, 14% and 5% in the figures for children who had
problems with concentration, listening, verbal expression and
spelling. In school B, however, the proportion of children who
struggled with spelling and following instructions doubled, to 10%
and 12% respectively, and there was almost no change in the
incidence of listening, verbal or concentration problems.
in terms of something =
used to show what
aspect of a subject you
are talking about or how
you are thinking about it:
vê
̀
m
ặ
t
educational problems:
vâ
́
n đê
̀
giáo d
ụ
c
saw an overall rise: nhìn
thâ
́
y s
ự
gia tăng t
ổ
ng th
ể
found it difficult to: g
ặ
p
khó khăn
the equivalent figures:
nh
ữ
ng con sô
́
t
ươ
ng
đ
ươ
ng
pronounced = very
obvious, easy to notice
or strongly expressed: rõ
r
ệ
t
struggled with: g
ặ
p khó
khăn
t here was almost no
change in: hâ
̀
u nh
ư
không có s
ự
thay đ
ổ
i vê
̀
13
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
TABLE
The table below gives information about the problems faced by children in two primary
schools in 2005 and 2015.
The tables show the amount of money spent on Fairtrade coffee and
bananas in two separate years in the UK, Switzerland, Denmark,
Belgium and Sweden.
It is clear that sales of Fairtrade coffee rose in all five European
countries from 1999 to 2004, but sales of Fairtrade bananas only
went up in three out of the five countries. Overall, the UK saw by far
the highest levels of spending on the two products.
In 1999, Switzerland had the highest sales of Fairtrade coffee, at €3
million, while revenue from Fairtrade bananas was highest in the UK,
at €15 million. By 2004, however, sales of Fairtrade coffee in the UK
had risen to €20 million, and this was over three times higher than
Switzerland’s sales figure for Fairtrade coffee in that year. The year
2004 also saw dramatic increases in the money spent on Fairtrade
bananas in the UK and Switzerland, with revenues rising by €32
million and €4.5 million respectively.
Sales of the two Fairtrade products were far lower in Denmark,
Belgium and Sweden. Small increases in sales of Fairtrade coffee can
be seen, but revenue remained at €2 million or below in all three
countries in both years. Finally, it is noticeable that the money spent
on Fairtrade bananas actually fell in Belgium and Sweden.
sale = the number of
items sold: doanh sô
́
the highest levels of
spending: m
ứ
c chi tiêu
cao nhâ
́
t cho
revenu e = the money
that a government
receives from taxes or
that an organization, etc.
receives from its
business: doanh thu
t hree times higher than:
cao gâ
́
p ba lâ
̀
n so v
ớ
i
saw dramatic increases
in: ch
ứ
ng kiê
́
n s
ự
gia tăng
đáng k
ể
trong
it is noticeable that: điê
̀
u
đáng chú ý là
14
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The tables below give information
about sales of Fairtrade*-labelled
coffee and bananas in 1999 and
2004 in five European countries.
TABLE
The chart compares the amounts of waste that were produced in six
countries in the years 1980, 1990 and 2000.
In each of these years, the US produced more waste than Ireland,
Japan, Korea, Poland and Portugal combined. It is also noticeable
that Korea was the only country that managed to reduce its waste
output by the year 2000.
Between 1980 and 2000, waste production in the US rose from 131
to 192 million tonnes, and rising trends were also seen in Japan,
Poland and Portugal. Japan’s waste output increased from 28 to 53
million tonnes, while Poland and Portugal saw waste totals increase
from 4 to 6.6 and from 2 to 5 million tonnes respectively.
The trends for Ireland and Korea were noticeably different from
those described above. In Ireland, waste production increased more
than eightfold, from only 0.6 million tonnes in 1980 to 5 million
tonnes in 2000. Korea, by contrast, cut its waste output by 12 million
tonnes between 1990 and 2000.
combined = (of two or
more things) put, added
or joined together: c
ộ
ng
l
ạ
i
waste output: l
ượ
ng rác
th
ả
i
saw waste totals
increase: thâ
́
y t
ổ
ng
l
ượ
ng châ
́
t th
ả
i tăng lên
increased more than
eightfold: tăng h
ơ
n tám
lâ
̀
n
by contrast: ng
ượ
c l
ạ
i
15
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The table below shows the amount of waste production (in millions of tonnes) in six different
countries over a twenty-year period.
TABLE
The table compares the numbers of people who cycled to work in
twelve areas of the UK in the years 2001 and 2011.
Overall, the number of UK commuters who travelled to work by
bicycle rose considerably over the 10-year period. Inner London had
by far the highest number of cycling commuters in both years.
In 2001, well over 43 thousand residents of inner London commuted
by bicycle, and this figure rose to more than 106 thousand in 2011,
an increase of 144%. By contrast, although outer London had the
second highest number of cycling commuters in each year, the
percentage change, at only 45%, was the lowest of the twelve areas
shown in the table.
Brighton and Hove saw the second biggest increase (109%) in the
number of residents cycling to work, but Bristol was the UK’s second
city in terms of total numbers of cycling commuters, with 8,108 in
2001 and 15,768 in 2011. Figures for the other eight areas were below
the 10 thousand mark in both years.
cycled to work: đ
ạ
p xe đi
làm
travelled to work by
bicycle: đi làm bă
̀
ng xe
đ
ạ
p
cycling commuters:
ng
ườ
i đi xe đ
ạ
p đi làm
resident = a person who
lives in a particular place
or who has their home
there: c
ư
dân
commuted by bicycle: đi
l
ạ
i bă
̀
ng xe đ
ạ
p
in terms of something =
used to show what
aspect of a subject you
are talking about or how
you are thinking about it:
vê
̀
m
ặ
t
16
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
TABLE
The table below shows changes in the numbers of residents cycling to work in
different areas of the UK between 2001 and 2011.
The table compares the percentages of people using different
functions of their mobile phones between 2006 and 2010.
Throughout the period shown, the main reason why people used
their mobile phones was to make calls. However, there was a marked
increase in the popularity of other mobile phone features,
particularly the Internet search feature.
In 2006, 100% of mobile phone owners used their phones to make
calls, while the next most popular functions were text messaging
(73%) and taking photos (66%). By contrast, less than 20% of owners
played games or music on their phones, and there were no figures
for users doing Internet searches or recording video.
Over the following 4 years, there was relatively little change in the
figures for the top three mobile phone features. However, the
percentage of people using their phones to access the Internet
jumped to 41% in 2008 and then to 73% in 2010. There was also a
significant rise in the use of mobiles to play games and to record
video, with figures reaching 41% and 35% respectively in 2010.
function = a special
activity or purpose of a
person or thing: ch
ứ
c
năng
there was a marked
increase in: có s
ự
gia
tăng rõ r
ệ
t
there were no figures
for: không có sô
́
li
ệ
u nào
cho
Over the following 4
ye ars: Trong 4 năm tiê
́
p
theo
there was relatively little
change in: có t
ươ
ng đô
́
i ít
thay đ
ổ
i trong
jump = to rise suddenly
by a large amount: tăng
There was also a
significant rise in: Cũng
có s
ự
gia tăng đáng k
ể
vê
̀
17
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
TABLE
The table below shows the percentage of mobile phones owners using various mobile features.
The table shows percentages of consumer expenditure for three
categories of products and services in five countries in 2002.
It is clear that the largest proportion of consumer spending in each
country went on food, drinks and tobacco. On the other hand, the
leisure/education category has the lowest percentages in the table.
Out of the five countries, consumer spending on food, drinks and
tobacco was noticeably higher in Turkey, at 32.14%, and Ireland, at
nearly 29%. The proportion of spending on leisure and education
was also highest in Turkey, at 4.35%, while expenditure on clothing
and footwear was significantly higher in Italy, at 9%, than in any of
the other countries.
It can be seen that Sweden had the lowest percentages of national
consumer expenditure for food/drinks/tobacco and for
clothing/footwear, at nearly 16% and just over 5% respectively. Spain
had slightly higher figures for these categories, but the lowest figure
for leisure/education, at only 1.98%.
consumer expenditure:
chi tiêu c
ủ
a ng
ườ
i tiêu
dùng
category = a group of
people or things with
particular features in
common: kho
ả
n m
ụ
c
Out of the five countries:
Trong sô
́
năm quô
́
c gia
The proportion of
spending on ...: T
ỷ
tr
ọ
ng
chi tiêu cho ...
expenditure on ... = the
act of spending or using
money; an amount of
money spent: chi tiêu
cho ...
18
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The table below gives information on consumer spending on different items in five
different countries in 2002.
TABLE
Percentage of national consumer expenditure by category – 2002
The table gives information about poverty rates among six types of
household in Australia in the year 1999.
It is noticeable that levels of poverty were higher for single people
than for couples, and people with children were more likely to be
poor than those without. Poverty rates were considerably lower
among elderly people.
Overall, 11% of Australians, or 1,837,000 people, were living in
poverty in 1999. Aged people were the least likely to be poor, with
poverty levels of 6% and 4% for single aged people and aged couples
respectively.
Just over one fifth of single parents were living in poverty, whereas
only 12% of parents living with a partner were classed as poor. The
same pattern can be seen for people with no children: while 19% of
single people in this group were living below the poverty line, the
figure for couples was much lower, at only 7%.
poverty rates: t
ỷ
l
ệ
ng
ườ
i
nghèo
elderly people: ng
ườ
i
cao tu
ổ
i
l iving in poverty: sô
́
ng
trong nghèo đói
one fifth: 1/5
to be classed as ...: đ
ượ
c
xê
́
p vào lo
ạ
i ...
The same pattern can be
seen ...: Điê
̀
u t
ươ
ng t
ự
cũng có th
ể
thâ
́
y ...
19
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The table below shows the proportion of different categories of families living in poverty in
Australia in 1999.
TABLE
The table shows data about the underground rail networks in six
major cities.
The table compares the six networks in terms of their age, size and
the number of people who use them each year. It is clear that the
three oldest underground systems are larger and serve significantly
more passengers than the newer systems.
The London underground is the oldest system, having opened in
1863. It is also the largest system, with 394 kilometres of route. The
second largest system, in Paris, is only about half the size of the
London underground, with 199 kilometres of route. However, it
serves more people per year. While only third in terms of size, the
Tokyo system is easily the most used, with 1,927 million passengers
per year.
Of the three newer networks, the Washington DC underground is the
most extensive, with 126 kilometres of route, compared to only 11
kilometres and 28 kilometres for the Kyoto and Los Angeles systems.
The Los Angeles network is the newest, having opened in 2001, while
the Kyoto network is the smallest and serves only 45 million
passengers per year.
in terms of something =
used to show what
aspect of a subject you
are talking about or how
you are thinking about it:
vê
̀
m
ặ
t, vê
̀
vâ
́
n đê
̀
gì
serve significantly more
passengers than: ph
ụ
c
v
ụ
nhiê
̀
u hành khách h
ơ
n
đáng k
ể
so v
ớ
i
with 394 kilometres of
route: v
ớ
i 394 km l
ộ
trình
half the size of ...: m
ộ
t
n
ử
a kích th
ướ
c c
ủ
a ...
is easily the most used:
đ
ượ
c s
ử
d
ụ
ng nhiê
̀
u nhâ
́
t
Of the three newer
networks: Trong sô
́
ba
m
ạ
ng m
ớ
i h
ơ
n
extensive = covering a
large area; great in
amount: r
ộ
ng
20
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The table below gives information about the underground railway systems in six cities.
TABLE
The bar chart compares the time spent by 10 to 15-year-olds in
the UK on two activities, namely chatting online and playing
computer games.
Overall, we can see that playing computer games is marginally
more popular than chatting on the Internet. However,
completely different trends can be seen if we look at the
specific figures for boys and girls.
Boys aged between 10 and 15 clearly favour playing on games
consoles over chatting online. According to the chart, while
85% of boys play computer games every day, only 55% chat
online daily. Furthermore, the majority of boys play on their
consoles for more than one hour each day, and 10% do this
activity for four hours or more.
By contrast, girls prefer chatting online. Close to 70% of 10 to
15-year-old girls engage in online conversation each day,
compared to about 50% of this cohort who play computer
games. Of the girls who do play on consoles, most of them play
for less than an hour, whereas most girls who chat online do so
for more than one hour, and nearly 10% chat for four hours or
more.
marginally = very slightly; not
very much: m
ộ
t chút
completely different trends
can be seen if we look at:
nh
ữ
ng xu h
ướ
ng hoàn toàn
khác nhau có th
ể
đ
ượ
c nhìn
thâ
́
y nê
́
u chúng ta nhìn vào
Boys aged between 10 and 15:
Bé trai t
ừ
10 đê
́
n 15 tu
ổ
i
favour ... over: thích ... h
ơ
n
the m ajority of: đa sô
́
By contrast: Ng
ượ
c l
ạ
i
prefer = to like one thing or
person better than another; to
choose one thing rather than
something else because you
like it better: thích
close to: gâ
̀
n
engage in = to take part in
something; to make somebody
take part in something: tham
gia vào
21
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
BAR CHART
The chart below shows the amount of
time that 10 to 15-year-olds spend
chatting on the Internet and playing
on games consoles on an average
school day in the UK.
The bar chart compares the amount of time spent by people in the
UK on three different types of phone call between 1995 and 2002.
It is clear that calls made via local, fixed lines were the most
popular type, in terms of overall usage, throughout the period
shown. The lowest figures on the chart are for mobile calls, but this
category also saw the most dramatic increase in user minutes.
In 1995, people in the UK used fixed lines for a total of just over 70
billion minutes for local calls, and about half of that amount of time
for national or international calls. By contrast, mobile phones were
only used for around 4 billion minutes. Over the following four
years, the figures for all three types of phone call increased
steadily.
By 1999, the amount of time spent on local calls using landlines
had reached a peak at 90 billion minutes. Subsequently, the figure
for this category fell, but the rise in the other two types of phone
call continued. In 2002, the number of minutes of national /
international landline calls passed 60 billion, while the figure for
mobiles rose to around 45 billion minutes.
in terms of something =
used to show what aspect
of a subject you are talking
about or how you are
thinking about it: vê
̀
...
throughout the period
shown: trong suô
́
t th
ờ
i
gian hi
ể
n th
ị
saw the most dramatic
increase i n: ch
ứ
ng kiê
́
n ...
tăng đáng k
ể
nhâ
́
t.
By contrast: Ng
ượ
c l
ạ
i
Ove r the following four
years: Trong bô
́
n năm tiê
́
p
theo
reached a pea k: đ
ạ
t m
ứ
c
cao nhâ
́
t
pass = (of an amount) to
become greater than a
particular total: v
ượ
t
22
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
BAR CHART
The chart below shows the total number of minutes (in billions) of telephone calls in the UK,
divided into three categories, from 1995-2002.
The two charts compare the populations of France and India in terms of
age distribution by gender in the year 1984.
It is clear that the population of India was younger than that of France in
1984, with a noticeably larger proportion of people aged under 20. France,
on the other hand, had a significantly larger percentage of elderly
inhabitants.
In India, close to 14% of people were aged 5 or under, and each five-year
age bracket above this contained an increasingly smaller proportion of the
population. France’s population, by contrast, was more evenly distributed
across the age ranges, with similar figures (around 7% to 8% of all people)
for each five-year cohort between the ages of 0 and 40. Somewhere
between 10% and 15% of all French people were aged 70 or older, but the
equivalent figure for India was only 2%.
Looking more closely at gender, there was a noticeably higher proportion
of French women than men in every cohort from age 50 upwards. For
example, almost 3% of French 70- to 75-year-olds were women, while just
under 2% were men. No significant gender differences can be seen on the
Indian population chart.
age distribution by
gender: phân bô
́
đ
ộ
tu
ổ
i theo gi
ớ
i tính
elderly inhabitants:
c
ư
dân l
ớ
n tu
ổ
i
more evenly
distribute d: phân
b
ổ
đô
̀
ng đê
̀
u h
ơ
n
Looking more
closely at: Nhìn kỹ
h
ơ
n vào ...
cohort = a group of
people who share a
common feature or
aspect of
behaviour: nhóm
23
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
BAR CHART
The charts below compare the age structure of the population of France and India in 1984.
The bar chart compares the turnover in dollars from sales of video
games for four different platforms, namely mobile phones, online,
consoles and handheld devices, from 2000 to 2006.
It is clear that sales of games for three out of the four platforms rose
each year, leading to a significant rise in total global turnover over
the 7-year period. Sales figures for handheld games were at least
twice as high as those for any other platform in almost every year.
In 2000, worldwide sales of handheld games stood at around $11
billion, while console games earned just under $6 billion. No figures
are given for mobile or online games in that year. Over the next 3
years, sales of handheld video games rose by about $4 billion, but
the figure for consoles decreased by $2 billion. Mobile phone and
online games started to become popular, with sales reaching around
$3 billion in 2003.
In 2006, sales of handheld, online and mobile games reached peaks
of 17, 9 and 7 billion dollars respectively. By contrast, turnover from
console games dropped to its lowest point, at around $2.5 billion.
console = a small
electronic device for
playing video games:
máy ch
ơ
i trò ch
ơ
i đi
ệ
n t
ử
sales figures: doanh sô
́
bán hàng
handheld games: trò
ch
ơ
i câ
̀
m tay
No figures are given for
...: Không có sô
́
li
ệ
u nào
đ
ượ
c đ
ư
a ra cho ...
dropped to its lowest
point: gi
ả
m xuô
́
ng đi
ể
m
thâ
́
p nhâ
́
t
24
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
BAR CHART
The bar graph shows the global sales (in billions of dollars) of different types of digital games
between 2000 and 2006.
The bar chart compares twelve countries in terms of the overall
number of medals that they have won at the Olympic Games.
It is clear that the USA is by far the most successful Olympic medal
winning nation. It is also noticeable that the figures for gold, silver
and bronze medals won by any particular country tend to be fairly
similar.
The USA has won a total of around 2,300 Olympic medals, including
approximately 900 gold medals, 750 silver and 650 bronze. In
second place on the all-time medals chart is the Soviet Union, with
just over 1,000 medals. Again, the number of gold medals won by
this country is slightly higher than the number of silver or bronze
medals.
Only four other countries - the UK, France, Germany and Italy - have
won more than 500 Olympic medals, all with similar proportions of
each medal colour. Apart from the USA and the Soviet Union, China
is the only other country with a noticeably higher proportion of gold
medals (about 200) compared to silver and bronze (about 100 each).
in terms of something =
used to show what
aspect of a subject you
are talking about or how
you are thinking about it:
vê
̀
...
medal = a flat piece of
metal, usually like a coin
in shape, that is given to
the winner of a
competition or to
somebody who has been
brave, for example in
war: huy ch
ươ
ng
by far = by a great
amount: h
ơ
n h
ẳ
n
fairly similar: khá giô
́
ng
nhau
In second place:
Ở
v
ị
trí
th
ứ
hai
apart from = in addition
to; as well as: ngoài ... ra
25
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The chart below shows the total number of Olympic medals won by twelve different countries.
BAR CHART
The bar chart compares the number of incidents and injuries for
every 100 million passenger miles travelled on five different types of
public transport in 2002.
It is clear that the most incidents and injuries took place on demand-
response vehicles. By contrast, commuter rail services recorded by
far the lowest figures.
A total of 225 incidents and 173 injuries, per 100 million passenger
miles travelled, took place on demand-response transport services.
These figures were nearly three times as high as those for the second
highest category, bus services. There were 76 incidents and 66
people were injured on buses.
Rail services experienced fewer problems. The number of incidents
on light rail trains equalled the figure recorded for buses, but there
were significantly fewer injuries, at only 39. Heavy rail services saw
lower numbers of such events than light rail services, but commuter
rail passengers were even less likely to experience problems. In fact,
only 20 incidents and 17 injuries occurred on commuter trains.
incident = something
that happens, especially
something unusual or
unpleasant: s
ự
cô
́
injury = harm done to a
person’s or an animal’s
body, for example in an
accident: th
ươ
ng tích
take place = to happen,
especially after
previously being
arranged or planned: x
ả
y
ra
equal = to be the same in
size, quantity, value, etc.
as something else: ngang
bă
̀
ng
occur = to happen: x
ả
y ra
26
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The chart below shows numbers of incidents and injuries per 100 million passenger miles
travelled (PMT) by transportation type in 2002.
BAR CHART
The three bar charts show average years of schooling, numbers of
scientists and technicians, and research and development spending in
developing and developed countries. Figures are given for 1980 and
1990.
It is clear from the charts that the figures for developed countries are
much higher than those for developing nations. Also, the charts show an
overall increase in participation in education and science from 1980 to
1990.
People in developing nations attended school for an average of around 3
years, with only a slight increase in years of schooling from 1980 to 1990.
On the other hand, the figure for industrialised countries rose from
nearly 9 years of schooling in 1980 to nearly 11 years in 1990.
From 1980 to 1990, the number of scientists and technicians in
industrialised countries almost doubled to about 70 per 1000 people.
Spending on research and development also saw rapid growth in these
countries, reaching $350 billion in 1990. By contrast, the number of
science workers in developing countries remained below 20 per 1000
people, and research spending fell from about $50 billion to only $25
billion.
average years of
schooling: sô
́
năm đi
h
ọ
c trung bình
show an overall
increase in: cho thâ
́
y
s
ự
gia tăng t
ổ
ng th
ể
attend school: đi
h
ọ
c
double = to become,
or make something
become, twice as
much or as many:
gâ
́
p đôi
spending on ...: Chi
tiêu vào ...
see rapid growth:
ch
ứ
ng kiê
́
n s
ự
tăng
tr
ưở
ng nhanh chóng
27
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
BAR GRAPH
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The charts below show the levels of participation in education and science in developing and
industrialised countries in 1980 and 1990.
The bar chart compares the cost of an average house in five major
cities over a period of 13 years from 1989.
We can see that house prices fell overall between 1990 and 1995,
but most of the cities saw rising prices between 1996 and 2002.
London experienced by far the greatest changes in house prices
over the 13-year period.
Over the 5 years after 1989, the cost of average homes in Tokyo and
London dropped by around 7%, while New York house prices went
down by 5%. By contrast, prices rose by approximately 2% in both
Madrid and Frankfurt.
Between 1996 and 2002, London house prices jumped to around
12% above the 1989 average. Homebuyers in New York also had to
pay significantly more, with prices rising to 5% above the 1989
average, but homes in Tokyo remained cheaper than they were in
1989. The cost of an average home in Madrid rose by a further 2%,
while prices in Frankfurt remained stable.
house prices: giá nhà
experienced by far the
greatest changes in ...:
tr
ả
i qua nh
ữ
ng thay đ
ổ
i
l
ớ
n nhâ
́
t trong ...
the cost of average
homes: chi phí c
ủ
a
nh
ữ
ng ngôi nhà trung
bình
jump = to rise suddenly
by a large amount: tăng
homebuyer = a person
who buys a house, flat,
etc.: ng
ườ
i mua nhà
pay significantly more:
tr
ả
nhiê
̀
u h
ơ
n đáng k
ể
remain stable: gi
ữ
ổ
n
đ
ị
nh
28
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The chart below shows information about changes in average house prices in five different
cities between 1990 and 2002 compared with the average house prices in 1989.
BAR CHART
Percentage change in average house prices in five different cities
1990 – 2002 compared with 1989
The bar chart compares the number of visits made by people in six
age categories to hospital emergency wards in Northern Ireland in
the December of 2016 and 2017.
It is clear that elderly people and the youngest children were the
most frequent visitors to A&E (accident and emergency)
departments. Also, there was a slight increase in the rate of
emergency care attendances among all six age groups from
December 2016 to December 2017.
Looking first at the older age groups, roughly 65 out of every 1000
people aged 75 and over attended A&E wards in December 2016, and
this rose to almost 70 attendances per 1000-population one year
later. Interestingly, those aged 65 to 74 were less than half as likely to
require emergency treatment, with around 30 attendances per
1000-population in both months.
At the other end of the age scale, the figures for A&E visits by under-
5s rose marginally from around 50 to approximately 52 per 1000-
population over the one-year period. Children aged 5 to 15 made the
fewest visits, at just over 20 per 1000-population in both months.
Finally, there was almost no difference in the figures for emergency
care attendances among people aged 16 to 44, 45 to 64 and 65 to 74.
hospital emergency
wards: các khu câ
́
p c
ứ
u
c
ủ
a b
ệ
nh vi
ệ
n
frequent visitors: nh
ữ
ng
ng
ườ
i th
ườ
ng xuyên đê
́
n
b
ệ
nh vi
ệ
n
t here was a slight
increase in ...: có s
ự
gia
tăng nh
ẹ
trong ...
attendance = the
number of people
present at an organized
event: ng
ườ
i t
ớ
i khám
rose marginally: tăng
nh
ẹ
made the fewest visits:
đê
́
n thăm khám ít nhâ
́
t
29
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
BAR GRAPH
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The chart below shows figures for attendances at hospital emergency care departments in Northern
Ireland by age group in December 2016 and December 2017.
Attendances at emergency care departments per 1000-population
The bar chart shows the percentage of waste that is recycled, put
into landfill or incinerated in various EU countries.
If we look at the fifteen EU countries as a whole, it is clear that more
waste goes to landfill sites than to any other refuse management
facility. In fact, while around half of the countries put the majority of
their waste into landfill sites, only two countries recycle at least 50%
of the waste that they produce.
Austria and Belgium are the most environmentally friendly of the
fifteen countries, recycling around 60% and 50% of their waste
respectively. Germany, Sweden and Belgium also appear to have
effective recycling programmes, resulting in roughly 40% of waste
being processed in this way in each country.
Other EU countries recycle far less. Greece, Ireland and the UK, for
example, only recycle around 10% of refuse, and put between 80 and
90 per cent of their waste into landfill. Finally, while most non-
recycled waste in the EU area goes to landfill, four countries, namely
Luxembourg, Sweden, the Netherlands and Denmark, incinerate
more waste than they bury.
recycle = to treat things
that have already been
used so that they can be
used again: tái chê
́
put into landfill: đ
ư
a vào
bãi chôn lâ
́
p
incinerate = to burn
something, especially
waste material, until it is
completely destroyed:
đô
́
t
goes to landfill sites:
đ
ượ
c chuy
ể
n đê
́
n các bãi
chôn lâ
́
p
refuse management
facility: c
ơ
s
ở
qu
ả
n lý rác
th
ả
i
environmentally
friendly: thân thi
ệ
n v
ớ
i
môi tr
ườ
ng
non-recycled waste:
châ
́
t th
ả
i không tái chê
́
30
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
BAR CHART
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The chart below compares levels of recycling, as well as some less environmentally friendly forms of
waste management, in fifteen European countries.
The pie chart compares figures for visitors to four categories of
tourist attraction and to five different theme parks in Britain in
1999.
It is clear that theme parks and museums/ galleries were the two
most popular types of tourist attraction in that year. Blackpool
Pleasure Beach received by far the highest proportion of visitors in
the theme park sector.
Looking at the information in more detail, we can see that 38% of
the surveyed visitors went to a theme park, and 37% of them went to
a museum or gallery. By contrast, historic houses and monuments
were visited by only 16% of the sample, while wildlife parks and zoos
were the least popular of the four types of tourist attraction, with
only 9% of visitors.
In the theme park sector, almost half of the people surveyed (47%)
had been to Blackpool Pleasure Beach. Alton Towers was the second
most popular amusement park, with 17% of the sample, followed by
Pleasureland in Southport, with 16%. Finally, Chessington World of
Adventures and Legoland Windsor had each welcomed 10% of the
surveyed visitors.
tourist attraction: đ
ị
a
đi
ể
m du l
ị
ch
theme park: công viên
gi
ả
i trí
the trends for both A
and B were very similar:
xu h
ướ
ng cho A và B râ
́
t
giô
́
ng nhau
Looking at the
information in more
detail: Nhìn vào thông tin
chi tiê
́
t h
ơ
n
the least popular: ít ph
ổ
biê
́
n nhâ
́
t
the second most
popular: ph
ổ
biê
́
n th
ứ
hai
31
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
MULTIPLE GRAPHS AND CHARTS
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The chart below shows the results of a survey of people who visited four types of tourist attraction
in Britain in the year 1999.
The two charts give information about single-occupant households
in England in the year 2011. The bar chart compares figures for
occupants' age and gender, and the pie chart shows data about the
number of bedrooms in these homes.
Overall, females made up a higher proportion of people living alone
than males, and this difference is particularly noticeable in the older
age categories. We can also see that the most common number of
bedrooms in a single-occupant home was two.
A significant majority of the people aged 65 or over who were living
alone in England in 2011 were female. Women made up around 72%
of single occupants aged 75 to 84, and 76% of those aged 85 or over.
By contrast, among younger adults the figures for males were higher.
For example, in the 35-49 age category, men accounted for nearly
65% of people living alone.
In the same year, 35.4% of one-person households in England had
two bedrooms, while one-bedroom and three-bedroom homes
accounted for 28% and 29.8% of the total. Under 7% of single-
occupant homes had four or more bedrooms.
single-occupant
households: h
ộ
gia đình
ch
ỉ
có 1 ng
ườ
i sinh sô
́
ng
make up ... % = to form
something: chiê
́
m ...%
single occ upants: ng
ườ
i
đ
ộ
c thân
account for ... % = to be a
particular amount or
part of something: chiê
́
m
...%
people living alone:
ng
ườ
i sô
́
ng m
ộ
t mình
one-person households:
h
ộ
gia đình m
ộ
t ng
ườ
i
32
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The bar chart below shows the proportions of English men and women of different ages who
were living alone in 2011. The pie chart compares the numbers of bedrooms in these one-
person households.
MULTIPLE GRAPHS AND CHARTS
The chart compares average figures for temperature and
precipitation over the course of a calendar year in Kolkata.
It is noticeable that monthly figures for precipitation in Kolkata vary
considerably, whereas monthly temperatures remain relatively
stable. Rainfall is highest from July to August, while temperatures
are highest in April and May.
Between the months of January and May, average temperatures in
Kolkata rise from their lowest point at around 20°C to a peak of just
over 30°C. Average rainfall in the city also rises over the same
period, from approximately 20mm of rain in January to 100mm in
May.
While temperatures stay roughly the same for the next four months,
the amount of rainfall more than doubles between May and June.
Figures for precipitation remain above 250mm from June to
September, peaking at around 330mm in July. The final three
months of the year see a dramatic fall in precipitation, to a low of
about 10mm in December, and a steady drop in temperatures back
to the January average.
precipitation = rain,
snow, etc. that falls; the
amount of this that falls:
l
ượ
ng m
ư
a
to remain relatively
stable: gi
ữ
t
ươ
ng đô
́
i
ổ
n
đ
ị
nh
rise from their lowest
point at around 20°C to
a peak of: tăng t
ừ
đi
ể
m
thâ
́
p nhâ
́
t
ở
kho
ả
ng 20°C
lên đê
́
n đ
ỉ
nh đi
ể
m
stay roughly the same:
gâ
̀
n nh
ư
giô
́
ng nhau
peaking at: đ
ạ
t đê
́
n đ
ỉ
nh
đi
ể
m
see a dramatic fall in:
ch
ứ
ng kiê
́
n s
ự
s
ụ
t gi
ả
m
đáng k
ể
33
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The climograph below shows average monthly temperatures and rainfall in the city of Kolkata.
MULTIPLE GRAPHS AND CHARTS
The charts compare the amount of water used for agriculture,
industry and homes around the world, and water use in Brazil and
the Democratic Republic of Congo.
It is clear that global water needs rose significantly between 1900
and 2000, and that agriculture accounted for the largest proportion
of water used. We can also see that water consumption was
considerably higher in Brazil than in the Congo.
In 1900, around 500km³ of water was used by the agriculture sector
worldwide. The figures for industrial and domestic water
consumption stood at around one fifth of that amount. By 2000,
global water use for agriculture had increased to around 3000km³,
industrial water use had risen to just under half that amount, and
domestic consumption had reached approximately 500km³.
In the year 2000, the populations of Brazil and the Congo were 176
million and 5.2 million respectively. Water consumption per person
in Brazil, at 359m³, was much higher than that in the Congo, at only
8m³, and this could be explained by the fact that Brazil had 265
times more irrigated land.
rose significantly: tăng
đáng k
ể
a ccounted for the
largest proportion of:
chiê
́
m t
ỷ
tr
ọ
ng l
ớ
n nhâ
́
t
trong ...
water consumption: s
ự
tiêu th
ụ
n
ướ
c
one fifth: 1/5
respectively = in the
same order as the people
or things already
mentioned: lâ
̀
n l
ượ
t
this could be explained
by the fact that: điê
̀
u này
có th
ể
đ
ượ
c gi
ả
i thích b
ở
i
th
ự
c tê
́
là
irrigated land: đâ
́
t đ
ượ
c
t
ướ
i tiêu
34
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The graph and table below give information about water use worldwide and water consumption in
two different countries.
MULTIPLE GRAPHS AND CHARTS
The bar chart and pie chart give information about why US residents
travelled and what travel problems they experienced in the year
2009.
It is clear that the principal reason why Americans travelled in 2009
was to commute to and from work. In the same year, the primary
concern of Americans, with regard to the trips they made, was the
cost of travelling.
Looking more closely at the bar chart, we can see that 49% of the
trips made by Americans in 2009 were for the purpose of
commuting. By contrast, only 6% of trips were visits to friends or
relatives, and one in ten trips were for social or recreation reasons.
Shopping was cited as the reason for 16% of all travel, while
unspecific ‘personal reasons’ accounted for the remaining 19%.
According to the pie chart, price was the key consideration for 36%
of American travellers. Almost one in five people cited safety as their
foremost travel concern, while aggressive driving and highway
congestion were the main issues for 17% and 14% of the travelling
public. Finally, a total of 14% of those surveyed thought that access
to public transport or space for pedestrians were the most important
travel issues.
with regard to: liên quan
đê
́
n
accounted for the
remaining: chiê
́
m phâ
̀
n
còn l
ạ
i.
According to ...: D
ự
a
theo ...
the key consideration:
s
ự
cân nhă
́
c quan tr
ọ
ng
aggressive driving: lái xe
quá khích, c
ẩ
u th
ả
highway congestion: tă
́
c
nghẽ
n đ
ườ
ng cao tô
́
c
access to ... : tiê
́
p c
ậ
n v
ớ
i
...
35
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The charts below show reasons for travel and the main issues for the travelling public in the US in
2009.
MULTIPLE GRAPHS AND CHARTS
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.
from birth to maturity: t
ừ
khi sinh ra
đê
́
n khi tr
ưở
ng thành
estuary = the wide part of a river where
it flows into the sea: c
ử
a sông
upstream = along a river, in the
opposite direction to the way in which
the water flows: ng
ượ
c dòng
incubate = (of a bird) to sit on its eggs
in order to keep them warm until they
hatch: â
́
p tr
ứ
ng
being r eared: đ
ượ
c nuôi d
ưỡ
ng
downstrea m = in the direction in which
a river flows: xuôi dòng
migrate = (of birds, animals, etc.) to
move from one part of the world to
another according to the season: di c
ư
spawning areas: khu v
ự
c sinh s
ả
n
anew = if somebody does something
anew, they do it again from the
beginning or do it in a different way:
l
ạ
i/m
ộ
t lâ
̀
n n
ữ
a
36
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
PROCESS
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The diagram below shows the life
cycle
of
a
salmon,
from
egg
to
adult fish.
The diagram illustrates the various stages in the life of a honey
bee.
We can see that the complete life cycle lasts between 34 and 36
days. It is also noticeable that there are five main stages in the
development of the honey bee, from egg to mature adult insect.
The life cycle of the honey bee begins when the female adult
lays an egg; the female typically lays one or two eggs every 3
days. Between 9 and 10 days later, each egg hatches and the
immature insect, or nymph, appears.
During the third stage of the life cycle, the nymph grows in size
and sheds its skin three times. This moulting first takes place 5
days after the egg hatches, then 7 days later, and again another
9 days later. After a total of 30 to 31 days from the start of the
cycle, the young adult honey bee emerges from its final
moulting stage, and in the space of only 4 days it reaches full
maturity.
lays an egg: đ
ẻ
tr
ứ
ng
hatch = (of a young bird, fish,
insect, etc.) to come out of an
egg: n
ở
immature = behaving in a way
that is not sensible and is
typical of people who are
much younger: ch
ư
a tr
ưở
ng
thành
grows in size: phát tri
ể
n vê
̀
kích th
ướ
c
sheds its skin: l
ộ
t da
moult = (of a bird or an
animal) to lose feathers or
hair before new feathers or
hair grow: l
ộ
t xác
emerge = to start to exist; to
appear or become known:
xuâ
́
t hi
ệ
n
reaches full maturity: đ
ạ
t đê
́
n
đ
ộ
tr
ưở
ng thành hoàn toàn
37
IELTS Nguyễn Huyền
093 663 5052
ielts-nguyenhuyen.com
PROCESS
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The diagram shows the life cycle of a honey bee.
The diagrams illustrate the stages in the life of a silkworm
and the process of producing silk cloth.
There are four main stages in the life cycle of the silkworm,
from eggs to adult moth. The process of silk cloth production
involves six steps, from silkworm cocoon to silk material.
At the first stage in the life cycle of a silkworm, the moth lays
its eggs. Around ten days later, silkworm larvae hatch from
the eggs; these larvae feed on mulberry leaves. Then, after
four to six weeks, the larvae become covered in silk thread,
and it takes between three and eight days for a full cocoon
to be produced.
For silk cloth production, a cocoon is first selected and then
boiled in water. After boiling, the silk thread that makes up
the cocoon is unwound, and then several strands of thread
are twisted together. At the fifth and sixth stages in the
process, the thread can either be dyed and then woven into
silk fabric, or it can be woven first and then dyed
subsequently.
silkworm cocoon: kén tă
̀
m
hatch = (of a young bird, fish,
insect, etc.) to come out of an
egg: n
ở
feed on ... = (of an animal) to eat
something: ăn ...
become covered in ...: đ
ượ
c bao
ph
ủ
b
ở
i ...
it takes between three and eight
days for a full cocoon to be
produced: ph
ả
i mâ
́
t t
ừ
ba đê
́
n
tám ngày đ
ể
t
ạ
o ra m
ộ
t cái kén
đâ
̀
y đ
ủ
is boiled in water: đ
ượ
c đun sôi
trong n
ướ
c
is unwound: đ
ượ
c tháo ra (thành
s
ợ
i)
are twisted together: đ
ượ
c đan
l
ạ
i v
ớ
i nhau
be dyed: đ
ượ
c nhu
ộ
m
be woven: đ
ượ
c d
ệ
t
38
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PROCESS
Source: ielts-simon.com
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Life cycle of the silkworm
10 days
Mulberry leaf
(food)
moth
eggs
4-6 weeks
silk thread
3-6 days
cocoon
larva
16 days
silkworm
larva
Select
Boil
Unwind
Twist
Weave
thread
300-900m
water
dye
Production of silk cloth
The diagrams below show the life cycle of the
silkworm and the stages in the production of silk
cloth.
The flow chart shows how waste paper is recycled.
It is clear that there are six distinct stages in this process, from the
initial collection of waste paper to the eventual production of usable
paper.
At the first stage in the paper recycling process, waste paper is
collected either from paper banks, where members of the public
leave their used paper, or directly from businesses. This paper is
then sorted by hand and separated according to its grade, with any
paper that is not suitable for recycling being removed. Next, the
graded paper is transported to a paper mill.
Stages four and five of the process both involve cleaning. The paper
is cleaned and pulped, and foreign objects such as staples are taken
out. Following this, all remnants of ink and glue are removed from
the paper at the de-inking stage. Finally, the pulp can be processed in
a paper making machine, which makes the end product: usable
paper.
is collected: đ
ượ
c thu
nh
ặ
t
sorted by hand: đ
ượ
c
phân lo
ạ
i bă
̀
ng tay
sep arated according to
...: đ
ượ
c phân lo
ạ
i theo ...
be removed = to take
somebody/something
away from a place: b
ị
lo
ạ
i
b
ỏ
is cleaned: đ
ượ
c làm
s
ạ
ch
is pulped = to press hard
on or beat something so
that it becomes soft and
wet: đ
ượ
c nghiê
̀
n thành
b
ộ
t
are taken out: b
ị
lo
ạ
i b
ỏ
39
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PROCESS
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
The chart below shows the process of waste paper recycling.
40
IELTS Nguyễn Huyền
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PROCESS
The diagram below shows how coffee is
produced and prepared for sale in
supermarkets and shops.
pick the coffee beans
dry them
roast the beans
cool them rapidly
grind them
mix with hot water
strain the mixture
freeze the mixture
grind the frozen liquid
dry it in a vacuum
pack into jars
The picture illustrates the process of coffee
manufacture and preparation for sale on the market.
It is clear that there are 11 stages in the production
of coffee. The process begins with the picking of
coffee beans, and ends at the packing stage.
Looking at the coffee production process in detail,
coffee beans must first be picked in the fields. These
beans are then dried, roasted, and cooled before
being put in a grinding machine, which turns the
beans into coffee granules.
At the sixth stage in the process, the ground coffee is
mixed with hot water, and the resulting mixture is
strained. Next, the mixture is frozen and then passed
once again through the grinder. After that, the
ground, frozen liquid is dried in a vacuum so that the
water evaporates, leaving the coffee granules.
Finally, these granules are packed into coffee jars for
delivery to shops.
be picked: đ
ượ
c hái
be dried = with all the liquid removed in
order to preserve something: đ
ượ
c sâ
́
y khô
be roasted = to cook food, especially meat,
without liquid in an oven or over a fire; to
be cooked in this way: đ
ượ
c rang
be cooled: đ
ượ
c làm ngu
ộ
i
co ffee granules: h
ạ
t cà phê
is mixed with: đ
ượ
c tr
ộ
n v
ớ
i
is strained: đ
ượ
c l
ọ
c
is frozen: đ
ượ
c đông l
ạ
nh
grinder = a machine or tool for grinding a
solid substance into a powder: máy xay
evaporate = if a liquid evaporates or if
something evaporates it, it changes into a
gas, especially steam: bay h
ơ
i
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
41
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PROCESS
The diagram below shows how the Australian
Bureau of Meteorology collects up-to-the-
minute information on the weather in order
to produce reliable forecasts
The figure illustrates the process used by the Australian Bureau of
Meteorology to forecast the weather.
There are four stages in the process, beginning with the collection
of information about the weather. This information is then
analysed, prepared for presentation, and finally broadcast to the
public.
Looking at the first and second stages of the process, there are
three ways of collecting weather data and three ways of analysing
it. Firstly, incoming information can be received by satellite and
presented for analysis as a satellite photo. The same data can
also be passed to a radar station and presented on a radar screen
or synoptic chart. Secondly, incoming information may be
collected directly by radar and analysed on a radar screen or
synoptic chart. Finally, drifting buoys also receive data which can
be shown on a synoptic chart.
At the third stage of the process, the weather broadcast is
prepared on computers. Finally, it is delivered to the public on
television, on the radio, or as a recorded telephone
announcement.
forecast the weather: d
ự
báo th
ờ
i tiê
́
t
analyse = to examine the
nature or structure of
something, especially by
separating it into its parts,
in order to understand or
explain it: phân tích
br oadcast to the public:
phát sóng t
ớ
i công chúng
satellite = an electronic
device that is sent into
space and moves around
the earth or another planet.
It is used for communicating
by radio, television, etc. and
for gathering information:
v
ệ
tinh
analysis: s
ự
phân tích
be passed to ...: đ
ượ
c
chuy
ể
n đê
́
n ...
drifting buoys: phao trôi
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
INCOMING
INFORMATION
ANALYSIS &
FORECASTING
BROADCAST
PREPARING THE
BROADCAST
satellite
radar
radio
drifting buoy
synoptic chart
recorded
announcement
radar screen
TV newsreader
satellite photo
The picture illustrates the way in which water passes
from ocean to air to land during the natural process
known as the water cycle.
Three main stages are shown on the diagram. Ocean
water evaporates, falls as rain, and eventually runs
back into the oceans again.
Beginning at the evaporation stage, we can see that
80% of water vapour in the air comes from the
oceans. Heat from the sun causes water to
evaporate, and water vapour condenses to form
clouds. At the second stage, labelled ‘precipitation’
on the diagram, water falls as rain or snow.
At the third stage in the cycle, rainwater may take
various paths. Some of it may fall into lakes or return
to the oceans via ‘surface runoff’. Otherwise,
rainwater may filter through the ground, reaching
the impervious layer of the earth. Salt water
intrusion is shown to take place just before
groundwater passes into the oceans to complete the
cycle.
t he water cycle: vòng tuâ
̀
n hoàn c
ủ
a
n
ướ
c
evaporate (v) = if a liquid evaporates or
if something evaporates it, it changes
into a gas, especially steam: bay h
ơ
i
vapour (n) = a mass of very small drops
of liquid in the air, for example steam:
h
ơ
i n
ướ
c
condense (v) = to change from a gas into
a liquid; to make a gas change into a
liquid: ng
ư
ng t
ụ
precipitat ion (n) = rain, snow, etc. that
falls; the amount of this that falls: l
ượ
ng
m
ư
a
surface runoff: dòng ch
ả
y bê
̀
m
ặ
t
f ilter through the ground: l
ọ
c qua m
ặ
t
đâ
́
t
the impervious layer of the earth: l
ớ
p
không thâ
́
m n
ướ
c c
ủ
a trái đâ
́
t
take place = to happen, especially after
previously being arranged or planned:
diê
̃
n ra
42
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PROCESS
Source: ielts-simon.com
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The diagram below shows the water cycle, which is the continuous movement of water on,
above and below the surface of the Earth.
43
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ielts-nguyenhuyen.com
The diagrams below show the site of a school in 2004 and the plan for changes to the school
site in 2024.
MAP
The two pictures compare the layout of a school as it was in
the year 2004 with a proposed site design for the year 2024.
It is clear that the main change for 2024 involves the addition
of a new school building. The school will then be able to
accommodate a considerably larger number of students.
In 2004, there were 600 pupils attending the school, and the
two school buildings were separated by a path running from
the main entrance to the sports field. By 2024, it is expected
that there will be 1000 pupils, and a third building will have
been constructed. Furthermore, the plan is to join the two
original buildings together, creating a shorter path that links
the buildings only.
As the third building and a second car park will be built on
the site of the original sports field, a new, smaller sports field
will need to be laid. A new road will also be built from the
main entrance to the second car park. Finally, no changes will
be made to the main entrance and original car park.
layout (n) = the way in which the
parts of something such as the
page of a book, a website, a
garden or a building are
arranged: cách bô
́
trí
accommodate (v) = to provide
somebody with a room or place
to sleep, live or sit: ch
ứ
a
separate (v) = to divide into
different parts or groups; to
divide things into different parts
or groups: chia
join ... together = to fix or
connect two or more things
together: kê
́
t nô
́
i... v
ớ
i nhau
no changes will be made to: sẽ
không có thay đ
ổ
i nào đ
ượ
c th
ự
c
hi
ệ
n đô
́
i v
ớ
i
44
IELTS Nguyễn Huyền
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ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
45
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ielts-nguyenhuyen.com
MAP
Chorleywood is a village near London whose population has increased steadily since the
middle of the nineteenth century. The map below shows the development of the village.
Main road
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com
Motorway (built 1970)
Railway (built 1909)
1868 - 1883
1883 - 1922
1922 - 1970
1970 - 1994
The map shows the growth of a village called Chorleywood
between 1868 and 1994.
It is clear that the village grew as the transport infrastructure
was improved. Four periods of development are shown on the
map, and each of the populated areas is near to the main
roads, the railway or the motorway.
From 1868 to 1883, Chorleywood covered a small area next to
one of the main roads. Chorleywood Park and Golf Course is
now located next to this original village area. The village grew
along the main road to the south between 1883 and 1922, and
in 1909 a railway line was built crossing this area from west to
east. Chorleywood station is in this part of the village.
The expansion of Chorleywood continued to the east and west
alongside the railway line until 1970. At that time, a motorway
was built to the east of the village, and from 1970 to 1994,
further development of the village took place around
motorway intersections with the railway and one of the main
roads.
transport infrastructure: c
ơ
s
ở
h
ạ
tâ
̀
ng giao thông
populated areas: khu v
ự
c đông
dân c
ư
co vered a small area: bao ph
ủ
m
ộ
t khu v
ự
c nh
ỏ
railway line = a track with rails
on which trains run: đ
ườ
ng ray
expansion (n) = an act of
increasing or making something
increase in size, amount or
importance: m
ở
r
ộ
ng
take place = to happen,
especially after previously
being arranged or planned: diê
̃
n
ra
intersection (n) = a place where
two or more roads, lines, etc.
meet or cross each other: ngã
t
ư
46
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The maps below show the centre of a small town called Islip as it is now, and plans for its
development.
MAP
The diagrams illustrate some proposed changes to the
central area of the town of Islip.
It is clear that the principal change to the town will be
the construction of a ring road around the centre.
Various other developments with regard to shops and
housing will accompany the building of this road.
Looking at the map of Islip as it is now, we can see that
a main road runs through its centre from east to west.
The second map shows the planned pedestrianisation
of this road. Traffic will be diverted on to a dual
carriageway that will form a ring around the town
centre.
Currently there is a row of shops along either side of
the main road. However, it appears that the shops
along the north side of the new pedestrian street will
be demolished to make way for a bus station, shopping
centre, car park and new housing area. The shops along
the south side of the street will remain, but it seems
that the town’s park will be reduced in size so that
more new houses can be built within the ring road.
the principal change: s
ự
thay đ
ổ
i
chính
ring road = a road that is built around
a city or town to reduce traffic in the
centre: đ
ườ
ng vành đai
with regard to = relating to
somebody/something: liên quan đê
́
n
pedestrianisatio n = the process of
making a street or part of a town into
an area that is only for people who are
walking, not for vehicles: quá trình xây
d
ự
ng đ
ườ
ng cho ng
ườ
i b
ộ
divert = to make somebody/something
change directiont: chuy
ể
n h
ướ
ng
dual carriageway = a road with a
narrow piece of land in the middle that
divides the lines of traffic moving in
opposite directions: làn kép
be demolished to make way for ...: b
ị
phá b
ỏ
đ
ể
nh
ườ
ng chô
̃
cho ...
be reduced in size: đ
ượ
c gi
ả
m quy mô
47
IELTS Nguyễn Huyền
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ielts-nguyenhuyen.com
Source: ielts-simon.com
collected by ielts-nguyenhuyen.com